Cycles of Quadratic Polynomials and Rational Points on a Genus-Two Curve

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一元二次四元数单边多项式的求根公式

一元二次四元数单边多项式的求根公式

一元二次四元数单边多项式的求根公式许伟;冯良贵【摘要】随着四元数代数广泛应用于量子力学、惯性导航及控制论等学科,四元数多项式的求根问题被许多学者关注.最近Janovska和Opfer从理论上给出了一种n次四元数单边多项式零点的求解方法,Feng和Zhao进一步给出了一般n次四元数单边多项式的零点显性表达式.本文根据Feng和Zhao的结果对一元二次四元数单边方程的根进行了讨论,并利用复数域上四次多项式的Ferrari求根公式建立了一元二次四元数单边方程的求解公式.与文献中现有的结果相比,本文建立的求根公式在许多方面展现了优越性.【期刊名称】《国防科技大学学报》【年(卷),期】2013(035)005【总页数】5页(P74-78)【关键词】四元数;二次方程;根式求解【作者】许伟;冯良贵【作者单位】国防科技大学理学院,湖南长沙410073;国防科技大学理学院,湖南长沙410073【正文语种】中文【中图分类】O153.4;O151.1随着四元数代数的广泛应用[1-3],四元数单边多项式的求根问题被众多学者所关注[4-7]。

但由于四元数乘法的不可交换性,直到最近该问题的研究才获得突破性进展。

对于一般的n次四元数单边多项式p(x)=qnxn+qn-1 xn-1+…+q1x+1,qi∈H,2010年 Janovska和 Opfer在文献[8]中首次从理论上给出了一种求p(x)所有四元数零点的方法。

最近,Feng和Zhao给出了一般n次四元数单边多项式的零点显性表达式[11]。

本文应用该结果对一元二次单边四元数系数方程的零点进行研究,给出了一元二次四元数单边方程的根式求解公式。

文中,用R表示实数域,用C表示复数域,用H表示实四元数体,即H中的任何元素具有下面的形式q=a0+a1 i+a2 j+a3 k,其中 i,j,k是通常的四元数虚单位,满足i2=j2=k2=-1,ij=-ji=k,jk=-kj=i,ki=-ik=j,a0,a1,a2,a3∈R。

因为玩游戏没写完作业被老师叫家长英语作文

因为玩游戏没写完作业被老师叫家长英语作文

全文分为作者个人简介和正文两个部分:作者个人简介:Hello everyone, I am an author dedicated to creating and sharing high-quality document templates. In this era of information overload, accurate and efficient communication has become especially important. I firmly believe that good communication can build bridges between people, playing an indispensable role in academia, career, and daily life. Therefore, I decided to invest my knowledge and skills into creating valuable documents to help people find inspiration and direction when needed.正文:因为玩游戏没写完作业被老师叫家长英语作文全文共3篇示例,供读者参考篇1Dear Mom and Dad,I have some explaining to do about what happened today at school. I'm really sorry, but I didn't get my English homeworkdone last night. I know how important doing my homework is, but I made a bad choice and paid the price for it.It all started after I got home from baseball practice yesterday evening. I was starving, so I quickly ate the leftovers you left for me before heading upstairs to my room to get started on my homework. I figured I'd begin with the math worksheets since those are usually pretty straightforward. An hour later, I had powered through all 50 practice problems on factoring polynomials and quadratic equations. One subject down!Next up was the reading comprehension questions we had been assigned from our literature book. I find those kinds of assignments pretty tedious, but I tried to stick with it. Maybe I lost focus or something, because after slogging through a couple of the passages and question sets, I found myself getting distracted and restless. That's when my eyes drifted over to my Xbox sitting there, tempting me.The new Call of Duty game had just been released last week, and I had been dying to play it ever since. All my friends have it and have been raving about the incredible graphics and intense multiplayer battles. I told myself, "Maybe I'll just take a shortbreak and play for an hour to clear my head before getting back to my homework." Famous last words.One hour quickly turned into two, then three, then four. Before I knew it, I had been planted in front of that TV screen for over five hours, completely oblivious to everything else around me. The homework I had been planning to wrap up was long forgotten. I was too engrossed in capturing enemy territories, racking up kill streaks, and leveling up my character's loadout.I wish I could say this kind of thing doesn't happen often, but I have a tendency to become a little too invested in video games sometimes. It's like my brain gets hypnotized, and I enter this locked-in, zombie-like trance where nothing else in the world matters except the game I'm playing. It's honestly kind of scary how quickly time can slip away from me when I'm gaming.Eventually, I did snap out of my stupor, around midnight when my eyes started getting heavy and dry from staring at the screen for so long. That's when the horrible pit in my stomach feeling set in as I realized I had neglected every single one of my homework assignments except for the math. I could hardly believe I had wasted the entire evening like that. I felt like such an idiot.Trying not to panic, I forced myself to power through the reading assignments as best as I could while running on fumes. The next few hours were a blur of me struggling to comprehend the passages and sloppily scribbling down responses, praying they would be coherent enough to earn at least partial credit.By the time I finished around 3am, I was an exhausted, anxiety-ridden mess. I knew there was no way I would be able to concentrate enough to tackle the English homework, which was the most demanding of all since we had been assigned to write a lengthy essay analyzing a piece of literature we had read in class. Heavy weights of dread and disappointment weighed on me as I dejectedly clambered into bed, hoping to catch a few hours of sleep before my early morning baseball conditioning session.To make matters worse, my alarm didn't go off this morning due to some weird glitch, so I awoke in a panic with only 20 minutes to get ready before the first bell. Needless to say, I was a disheveled, wild-eyed wreck when I ran into English class right as the late bell was ringing. Mrs. Hendricks immediately noticed that I didn't have my essay turned in when she was collecting the assignments from everyone else."Mr. Thompson, do you have your essay analyzing The Great Gatsby for me?" she asked sternly, peering at me over the top ofher glasses. My heart sank as I guiltily shook my head no. I couldn't even meet her gaze.She let out an exasperated sigh and made a note in her grade book. "This is the third homework assignment you've missed turning in over the past couple of weeks. I'm afraid I'm going to have to request a parent-teacher conference if this pattern continues," she said sharply. "Please have your mother or father give me a call to set something up."My face immediately went flush with humiliation and shame. Having my parents called in to discuss my academic shortcomings is pretty much my worst nightmare scenario. I wanted to explain to Mrs. Hendricks what had happened, but I didn't have a good excuse besides my own lazy irresponsibility. Video games always seem to get me in trouble like this."Y-yes, ma'am. I'll make sure they call you," I responded meekly, knowing that meant I would have to confess to you both about why I didn't get my work done. In that moment, I felt like the world's biggest underachieving disappointment.The rest of the class period was torturous as we analyzed literary passages from the book, with Mrs. Hendricks periodically shooting me looks of profound disappointment any time I didn't have an answer at the ready. It was one of the mostgut-wrenching, uncomfortable experiences of my academic career. All I could think about was how I would have to face you both and try to account for my egregious lapse in judgment.So there you have it - the tale of how I epically dropped the ball. Saying I'm sorry almost seems insufficient given how badly I messed up and let you guys down. I feel absolutely terrible about it. You have worked so hard and made so many sacrifices to put me in a position to get a great education. And what do I do? I squander it away by prioritizing video games over my schoolwork.Please don't interpret this foolish incident as any indication that I don't care about my studies or value learning. Quite the contrary - getting a high quality education is extremely important to me, which is why I'm beating myself up so hard over this. I guess I have a tendency to get overly obsessive about gaming sometimes and lose my way. It's something I am going to work a lot harder to get under control moving forward.You deserve so much better than having a son who doesn't apply himself to his fullest capabilities. I promise to be far more diligent, responsible, and judicious with how I allocate my time and priorities from now on. No more zoning out for hours on end absorbed in video games when I have actual real-worldobligations to attend to. I have learned a painful but valuable lesson about self-discipline and time management.If there's any way I can make this up to you or Mrs. Hendricks, please let me know. I will happily do extra credit assignments, take an academic integrity pledge, or whatever is required to regain your trust and respect. I understand there will likely need to be consequences for my lack of judgment as well, whether that's being grounded, having gaming privileges revoked, or something else you see fit. I will accept those penalties because I know I absolutely brought them upon myself through my own blatant irresponsibility.Again, I'm so incredibly sorry to have let you down like this. You have my word that I will apply myself with greater focus and ownership over my academic obligations going forward. No more giving in to the temptation of video games at the expense of what truly matters in life. I hope you can find it in your hearts to forgive me.Love,[Your Name]篇2Here's a 2000 word English essay in the voice of a student who didn't finish their homework because they were playing video games, and got called to meet with the teacher and their parents:The Walk of ShameAs I dragged my feet towards Mr. Henderson's classroom, a pit formed in my stomach. The hallways seemed to stretch on forever, each step feeling heavier than the last. I could already picture the disappointment on my parents' faces when they arrived. How could I have let this happen again?Video games have always been my vice, a digital siren's call luring me away from responsibilities. Just one more level, one more mission, one more battle royale. Before I knew it, hours had melted away, and the homework assignments I'd been putting off were now due bright and early the next morning.Mr. Henderson's door loomed ahead like the gaping maw of a hungry beast. I reluctantly knocked, the sound echoing hollowly in the empty corridor. "Enter," his gruff voice responded from within.I cracked open the door to find Mr. Henderson sitting ramrod straight behind his desk, my parents already occupyingthe two visitor's chairs across from him. My mom's lips were pursed into a thin line, while Dad shook his head slowly, eyes fixed on the floor. This was bad."Have a seat, Michael," Mr. Henderson said, gesturing to the remaining chair beside my parents. I wanted nothing more than to turn and bolt, but I knew that would only make matters worse. Hesitantly, I took my place in the hot seat, feeling their disapproving stares burning into me.Mr. Henderson wasted no time cutting to the chase. "I've called you all here today to discuss Michael's continuing issues with incomplete and missed assignments." He slid a stack of my recent work - or lack thereof - across the desk towards my parents. "As you can see, there are a number of zeros and incomplete grades over the past few weeks."My mom snatched up the papers, eyes narrowing as she flipped through them. "Michael, what is the meaning of this?" She punctuated the question by smacking the stack down on the desk firmly. "You know how important maintaining your grades is, young man."I opened my mouth to respond, but Mr. Henderson jumped in again. "Michael has an unfortunate habit of leaving assignments to the last minute, and as a result, many of themdon't get finished at all." He fixed me with a hard look over the tops of his glasses. "When I asked him about the missed work, do you know what his excuse was?"Grimacing, I already knew where this was going. Mr. Henderson didn't wait for me to respond. "Playing video games," he said flatly. "It seems Michael has been prioritizing video games over his schoolwork as of late."The silence that followed was deafening. My dad was the first to break it, letting out a long, disappointed sigh. "Michael, you know how we feel about video games during the school week," he said, shaking his head again. "They're a privilege, not a right. One that you've clearly abused.""But I--" I started, but my mom cut me off."No 'buts', Michael. This is unacceptable." She jabbed a finger at the stack of papers on the desk. "Look at this. Weeks of missed assignments and low test scores because you couldn't pull yourself away from those silly games long enough to get your work done."My face flushed with shame and anger. Sure, I may have gotten a little carried away with gaming lately, but to call it "silly" felt like a slap in the face. Video games were my passion, mydriving creative force. But in that moment, I knew trying to explain that would only make me sound immature and irresponsible.Mr. Henderson cleared his throat, drawing my attention back to him. "Michael, you're a bright young man with a lot of potential," he said, his stern expression softening slightly. "But that potential will go unrealized if you don't get these priorities straightened out. Gaming in moderation is fine, but when it starts impacting your schoolwork, that's where I have to draw the line."I wanted to argue, to justify my actions, to make them understand. But the harder I tried to find the words, the more they escaped me. In the end, I could only nod mutely, feeling about two feet tall."I think we need to seriously consider revoking Michael's gaming privileges," my dad interjected, causing my head to snap up in horror. My gaming rig was my pride and joy, not to mention an expensive investment on their part. Having it taken away would be devastating."Now dear, let's not go making any rash decisions," my mom replied, holding up a placating hand. "Michael knows he's made some mistakes here. Don't you, young man?" She turned anexpectant look my way, her perfectly arched eyebrow raised in challenge.Mutely, I nodded again, marshaling my courage. "Yeah, I..." I started haltingly. "I really dropped the ball on this one. You're right, I got way too obsessed with gaming and it made me lose focus on what's really important." My voice grew stronger as I went on. "It won't happen again, I promise. Just... please don't take my games away."I looked between my parents imploringly. My dad seemed unconvinced, but my mom's expression had softened somewhat. "We'll discuss consequences at home," she said finally. "But you're on very thin ice, Michael. We expect to see significant improvements from here on out. No more zeros, no more missed assignments. Are we clear?""Crystal," I responded quickly, letting out a small, relieved sigh. My games were safe... for now, at least. But I knew I had to hold up my end of the bargain too.Mr. Henderson nodded approvingly. "Well, I'm glad we were able to have this discussion and get on the same page," he said, rising from his seat. My parents followed suit, and after an awkward round of goodbyes and handshakes, we turned to leave the classroom.As I trailed behind my parents, I couldn't help but feel disappointed in myself. All my efforts and passion had been misdirected for weeks, frittered away on games while my real responsibilities gathered dust. I resolved in that moment to scale back on gaming and redouble my focus in class. One thing was for sure - I never wanted to be called into another meeting like that again.The walk back through those endless hallways seemed shorter than the journey there, my stride more purposeful. Maybe this embarrassing experience was the wake-up call I needed to get my priorities straight. Either way, I knew gaming wouldn't be the top one anymore. That title belonged to my education, and making my parents proud.篇3I Spent Too Much Time Gaming and Didn't Finish My HomeworkMan, I really screwed up this time. I knew I had that huge English essay due tomorrow, but I just couldn't resist firing up my Xbox and playing a few rounds of Call of Duty with the guys online. Just a couple matches to blow off some steam after getting home from school, I told myself. But before I knew it,hours had flown by in what felt like minutes. The siren call of leveling up my character and unlocking new gear was simply too tempting to ignore.I barely even made a dent in the essay before my mom shouted up the stairs that dinner was ready. I figured I could bang it out after eating, no big deal. But then my little brother wanted to play some Mario Kart together for a while. I meant to just humor him for a bit to keep him from whining, but I got really into it, determined to beat his high score.After that, I lost track of time watching YouTube videos of speed runs and getting tips on how to pull off advanced strategies and techniques from the top gamers. Before I knew it, it was after midnight and I had barely written the intro paragraph for my essay that was due first period in the morning!I considered just staying up all night to grind it out, guzzling energy drinks to stay awake. But I had soccer practice after school the next day and I knew I needed to be well-rested to perform my best. With a huge sigh, I decided to just get what little sleep I could and hope for the best – maybe I could beg the teacher for an extension or something.Well, that plan backfired spectacularly. Not only did I turn in unfinished, garbage work, but Mr. Henderson was not having itwith my feeble excuses about being "obsessed with gaming" all night. He went on one of his classic irresponsibility rants about how we'd all be broke, jobless losers if we didn't learn discipline and priorities now.Then he made the ultimate power move – he demanded I sit down right there and call my mom to come get me, saying she should take me home and make sure I completed the assignment on my own time while missing class as punishment. My face burned up in humiliation as I had to slink out to the hallway with a fragile façade of nonchalance and call my furious mother.The car ride home was pure, sizzling, agonizing silence. I fought the urge to try defending myself, knowing there was no justification for blowing off schoolwork to goof off playing mindless video games all night like a child. I was 16 years old – I should know better by now.As soon as we got home, my mother blasted me with a verbal lashing about being a lazy, irresponsible screw-up who would end up flipping burgers for minimum wage if I didn't get my act together. I'd heard it all before but it still stung, probably because she was absolutely right this time. All I could do was nod contritely and mumble "Yes, mom" over and over.She stormed off to fold laundry, leaving me alone to fume in the silent treatment for a bit before resigning myself to finally knuckling down and doing the work I should have done last night. I fired up my laptop and tried to concentrate, but I kept getting distracted.First it was wondering what my friends were up to online and being tempted to try squeezing in one quick multiplayer match. Then I started mindlessly checking social media every five minutes to look at memes that made me chuckle. An hour passed and I'd written all of two paragraphs.This wasn't going to cut it. If I wanted to have any hope of redeeming myself and avoiding getting grounded until the end of time, I needed to shape up and put in the real work. I forced myself to turn off all online distractions, put my phone on silent, and focus solely on churning out the essay.Now, I may be irresponsible, but I'm not stupid – I actually am a pretty talented writer when I apply myself. I just have a bad habit of leaving things until the very last minute and then scrambling. Once I got in the groove and the words started flowing, the essay began taking shape much faster than I anticipated.Hours whittled away as I got immersed in crafting clever metaphors, finding the perfect examples to illustrate my arguments, and obsessing over every last semicolon. I barely noticed when my mom poked her head in a few times, impressed that I seemed to finally be taking it seriously.When I finally emerged from my writing cocoon, night had fallen and my stomach rumbled as I realized I'd skipped dinner. I beamed with pride as I did one last proofread of my completed essay – it was one of the best I'd ever written. Screw it up now by forgetting to actually turn it in, I decided to email it to Mr. Henderson right then and there, attaching a short apology for my immaturity.The next day at school, I walked into English class expecting to be dressed down again as soon as Mr. Henderson saw my face. But instead, he smiled at me and gave an approving nod before launching into the day's lesson. Success!As much of a headache as that whole fiasco had been, it really was an important wakeup call about managing my time, priorities and discipline. I can't just fritter away hours every night gaming and blowing off academics and responsibilities. There's a time and place for fun, but I have to be smarter about setting limits for myself.Looking ahead, I'll need to develop way better self-control if I want to get into a good college and make something of myself.I can't always rely on being able to cram at the last second and produce something decent. Real life – having a career, paying bills, raising a family – requires consistent effort and commitment. No more treating important work as an afterthought that can be put off in favor of hobbies and cheap distractions.Most of all, I never want to be that irresponsible jerk kid who lets down everyone who believes in him and has to be babysat into doing the bare minimum ever again. Once was embarrassing and unacceptable enough. If I pull another stunt like this, I'm sure my parents really will take away all my gaming gear for good this time. And maybe that's what I'd deserve until I can prove I've finally grown up and become a responsible young adult. Because the consequences could be way worse than just missing out on video games if I don't get my priorities straight soon.。

高中数学课程描述(英文)

高中数学课程描述(英文)

Mathematics Course DescriptionMathematics course in middle school has two parts: compulsory courses and optional courses. Compulsory courses content lots of modern mathematical knowledge and conceptions, such as calculus, statistics, analytic geometry, algorithm and vector. Optional courses are chosen by students which is according their interests.Compulsory Courses:Set TheoryCourse content:This course introduces a new vocabulary and set of rules that is foundational to the mathematical discussions. Learning the basics of this all-important branch of mathematics so that students are prepared to tackle and understand the concept of mathematical functions. Students learn about how entities are grouped into sets and how to conduct various operations of sets such as unions and intersections (i.e. the algebra of sets). We conclude with a brief introduction to the relationship between functions and sets to set the stage for the next stepKey Topics:➢The language of set theory➢Set membership➢Subsets, supersets, and equality➢Set theory and functionsFunctionsCourse content:This lesson begins with talking about the role of functions and look at the concept of mapping values between domain and range. From there student spend a good deal of time looking at how to visualize various kinds of functions using graphs. This course will begin with the absolute value function and then move on to discuss both exponential and logarithmic functions. Students get an opportunity to see how these functions can be used to model various kinds of phenomena. Key Topics:➢Single-variable functions➢Two –variable functions➢Exponential function➢ Logarithmic function➢Power- functionCalculusCourse content:In the first step, the course introduces the conception of limit, derivative and differential. Then students can fully understand what is limit of number sequence and what is limit of function through some specific practices. Moreover, the method to calculate derivative is also introduced to students.Key Topics:➢Limit theory➢Derivative➢DifferentialAlgorithmCourse content:Introduce the conception of algorithm and the method to design algorithm. Then the figures of flow charts and the conception of logical structure, like sequential structure, contracture of condition and cycle structure are introduced to students. Next step students can use the knowledge of algorithm to make simple programming language, during this procedure, student also approach to grammatical rules and statements which is as similar as BASIC language.Key Topics:➢Algorithm➢Logical structure of flow chart and algorithm➢Output statement➢Input statement➢Assignment statementStatisticsCourse content:The course starts with basic knowledge of statistics, such as systematic sampling and group sampling. During the lesson students acquire the knowledge like how to estimate collectivity distribution according frequency distribution of samples, and how to compute numerical characteristics of collectivity by looking at numerical characteristics of samples. Finally, the relationship and the interdependency of two variables is introduced to make sure that students mastered in how to make scatterplot, how to calculate regression line, and what is Method of Square.Key Topics:➢Systematic sampling➢Group sampling➢Relationship between two variables➢Interdependency of two variablesBasic Trigonometry ICourse content:This course talks about the properties of triangles and looks at the relationship that exists between their internal angles and lengths of their sides. This leads to discussion of the most commonly used trigonometric functions that relate triangle properties to unit circles. This includes the sine, cosine and tangent functions. Students can use these properties and functions to solve a number of issues.Key Topics:➢Common Angles➢The polar coordinate system➢Triangles properties➢Right triangles➢The trigonometric functions➢Applications of basic trigonometryBasic Trigonometry IICourse content:This course will look at the very important inverse trig functions such as arcsin, arcos, and arctan, and see how they can be used to determine angle values. Students also learn core trig identities such as the reduction and double angle identities and use them as a means for deriving proofs. Key Topics:➢Derivative trigonometric functions➢Inverse trig functions➢Identities●Pythagorean identities●Reduction identities●Angle sum/Difference identities●Double-angle identitiesAnalytic Geometry ICourse content:This course introduces analytic geometry as the means for using functions and polynomials to mathematically represent points, lines, planes and ellipses. All of these concepts are vital in student’s mathematical development since they are used in rendering and optimization, collision detection, response and other critical areas. Students look at intersection formulas and distance formulas with respect to lines, points, planes and also briefly talk about ellipsoidal intersections. Key Topics:➢Parametric representation➢Parallel and perpendicular lines➢Intersection of two lines➢Distance from a point to a line➢Angles between linesAnalytic Geometry IICourse content:Students look at how analytic geometry plays an important role in a number of different areas of class design. Students continue intersection discussion by looking at a way to detect collision between two convex polygons. Then students can wrap things up with a look at the Lambertian Diffuse Lighting model to see how vector dot products can be used to determine the lighting and shading of points across a surface.Key Topics:➢Reflections➢Polygon/polygon intersection➢LightingSequence of NumberCourse content:This course begin with introducing several conceptions of sequence of number, such as, term, finite sequence of number, infinite sequence of number, formula of general term and recurrence formula. Then, the conception of geometric sequence and arithmetic sequence is introduced to students. Through practices and mathematical games, students gradually understand and utilizethe knowledge of sequence of number, eventually students are able to solve mathematical questions.Key Topics:➢Sequence of number➢Geometric sequence➢Arithmetic sequenceInequalityThis course introduces conception of inequality as well as its properties. In the following lessons students learn the solutions and arithmetic of one-variable quadratic inequality, two variables inequality, fundamental inequality as well how to solve simple linear programming problems.Key Topics:➢Unequal relationship and Inequality➢One-variable quadratic inequality and its solution➢Two-variable inequality and linear programming➢Fundamental inequalityVector MathematicsCourse content:After an introduction to the concept of vectors, students look at how to perform various important mathematical operations on them. This includes addition and subtraction, scalar multiplication, and the all-important dot and cross products. After laying this computational foundation, students engage in games and talk about their relationship with planes and the plane representation, revisit distance calculations using vectors and see how to rotate and scale geometry using vector representations of mesh vertices.Key Topics:➢Linear combinations➢Vector representations➢Addition/ subtraction➢Scalar multiplication/ division➢The dot product➢Vector projection➢The cross productOptional CoursesMatrix ICourse content:In this course, students are introduced to the concept of a matrix like vectors, matrices and so on. In the first two lessons, student look at matrices from a purely mathematical perspective. The course talks about what matrices are and what problems they are intended to solve and then looks at various operations that can be performed using them. This includes topics like matrix addition and subtraction and multiplication by scalars or by other matrices. At the end, students can conclude this course with an overview of the concept of using matrices to solve system of linear equations.Key Topics:➢Matrix relations➢Matrix operations●Addition/subtraction●Scalar multiplication●Matrix Multiplication●Transpose●Determinant●InversePolynomialsCourse content:This course begins with an examination of the algebra of polynomials and then move on to look at the graphs for various kinds of polynomial functions. The course starts with linear interpolation using polynomials that is commonly used to draw polygons on display. From there students are asked to look at how to take complex functions that would be too costly to compute in a relatively relaxed studying environment and use polynomials to approximate the behavior of the function to produce similar results. Students can wrap things up by looking at how polynomials can be used as means for predicting the future values of variables.Key Topics:➢Polynomial algebra ( single variable)●addition/subtraction●multiplication/division➢Quadratic equations➢Graphing polynomialsLogical Terms in MathematicsCourse content:This course introduces the relationships of four kinds of statements, necessary and sufficient conditions, basic logical conjunctions, existing quantifier and universal quantifier. By learning mathematical logic terms, students can be mastered in the usage of common logical terms and can self-correct logical mistakes. At the end of this course, students can deeply understand the mathematical expression is not only accurate but also concise.Key Topics:➢Statement and its relationship➢Necessary and sufficient conditions➢Basic logical conjunctions➢Existing quantifier and universal quantifierConic Sections and EquationCourse content:By using the knowledge of coordinate method which have been taught in the lesson of linear and circle, in this lesson students learn how to set an equation according the character of conic sections. Students is able to find out the property of conic sections during establishing equations. The aim of this course is to make students understand the idea of combination of number and shape by using the method of coordinate to solve simple geometrical problems which are related to conic sections.Key Topics:➢Curve and equation ➢Oval➢Hyperbola➢Parabola。

polynomials 词根 -回复

polynomials 词根 -回复

polynomials 词根-回复Polynomials: Unraveling the Mysteries of Polynomial FunctionsIntroduction:Polynomials, derived from the Latin word "polynōma," which means "many terms," are a fundamental concept in mathematics with a rich history dating back thousands of years. As the name suggests, polynomials consist of several terms, each comprising a variable raised to a non-negative integer power, multiplied by a coefficient. These versatile mathematical expressions find applications in various fields, including algebra, calculus, physics, and computer science, making them an essential topic of study for students and researchers alike. In this article, we will delve into the intricate world of polynomials, unraveling their properties, operations, and practical applications.Definition and Structure:A polynomial function, often shortened to just a polynomial, is an algebraic expression consisting of variables, coefficients, and exponents. It follows a specific structure, with each term separatedby an addition or subtraction operator. The general form of a polynomial function is:f(x) = aₙxⁿ+ aₙ₋₁xⁿ⁻¹+ ... + a₁x + a₀Here, 'f(x)' represents the polynomial function, 'x' is the variable, 'a ₙ' (where 'n' is a non-negative integer) are the coefficients, and 'xⁿ' are the exponents. The highest power of the variable, 'n', is known as the degree of the polynomial. The coefficients can be any real or complex numbers and are essential for determining the shape and behavior of the polynomial function.Properties and Types of Polynomials:Polynomials possess several key properties that help in their classification and analysis. These properties include:1. Degree: As mentioned earlier, the degree of a polynomial represents the highest power of the variable. For example, a polynomial with the highest power of 'x' being 'x³' has a degree of 3. The degree aids in understanding the behavior and complexity of polynomial functions.2. Leading Coefficient: The coefficient that accompanies the term with the highest power of the variable is called the leading coefficient. It influences the overall shape and direction of the polynomial graph, providing valuable information about its behavior and end behavior.3. Roots or Zeros: The roots or zeros of a polynomial function represent the values of 'x' for which the function equals zero. These points provide insights into the intercepts and solutions of equations involving polynomials.Polynomials can be further classified based on their degree:1. Constant Polynomials: A polynomial with a degree of zero is known as a constant polynomial. It contains a single term, such as 'f(x) = 3,' and represents a horizontal line parallel to the x-axis.2. Linear Polynomials: A polynomial of degree one contains only one term raised to the power of one. It follows the form 'f(x) = mx + b,' where 'm' is the slope and 'b' is the y-intercept. Linear polynomials represent straight lines and have various applicationsin numerous fields.3. Quadratic Polynomials: Polynomials of degree two are called quadratic polynomials. They have the general form 'f(x) = ax²+ bx + c,' where 'a', 'b', and 'c' are coefficients. Quadratic polynomials represent parabolas, which find applications in physics, engineering, and optimization problems.4. Cubic, Quartic, and Quintic Polynomials: These polynomials have degrees three, four, and five, respectively. They are known as cubic, quartic, and quintic polynomials and exhibit unique shapes and features in their graphs. These polynomial types help model more complex functions found in real-world scenarios.Operations on Polynomials:Polynomials support various operations, enabling mathematicians to manipulate and combine them to solve equations, simplify expressions, and analyze functions. The primary operations on polynomials include:1. Addition and Subtraction: To add or subtract polynomials,combine like terms involving the same variable and degree. For example, adding '2x²+ 3x' and '4x²- 2x' results in '6x²+ x.'2. Multiplication: When multiplying polynomials, distribute each term in one polynomial to every term in the other polynomial, combining like terms afterward. For example, multiplying 'x + 2' and 'x - 3' results in 'x²- x - 6.'3. Division: Polynomial division involves dividing one polynomial by another, similar to long division. This process helps in finding factors, solving equations, and simplifying expressions.Applications of Polynomials:Polynomials have widespread applications across various domains, including:1. Engineering: Polynomials help model and solve engineering problems related to mechanics, circuit design, signal processing, and more.2. Physics: In physics, polynomial functions describe the motion ofobjects, electric and magnetic fields, waveforms, and other physical phenomena.3. Computer Science: Polynomials play a vital role in computer graphics, cryptography, error correction codes, and algorithms.4. Economics: Mathematically modeling economic phenomena often involves the use of polynomial functions to analyze trends, predict market behavior, and optimize decision-making processes.Conclusion:From their historical significance to their diverse applications in modern science and technology, polynomials have always played a crucial role in mathematical theory and practical problem-solving. Understanding the structure, properties, and operations of polynomials opens up avenues for exploring complex mathematical concepts and real-world phenomena. Whether it be graphing functions, optimizing processes, or unraveling the mysteries of the universe, polynomials continue to shape ourunderstanding of the world through their elegance and versatility.。

polynomial function

polynomial function

polynomial functionA polynomial function is a mathematical function of two or more variables, where the variables represent a particular type of quantity. Polynomials are differentiated from other types of functions by the fact that each term of the function contains a power of a single independent variable. Examples of polynomial functions would include linear and quadratic equations, as well as trigonometric functions such as cosine and sine.Polynomials are also used extensively in probability and statistics. In a linear regression, the line of best fit is identified using a polynomial equation. This equation is created by fitting the observed data points to the polynomial function, which in turn estimates the relationship of the independent and dependent variables. Similarly, polynomials can also be used to estimate the probability distribution of a dataset, as well as to calculate the moments of a probability distribution.Polynomials are also used in geometry and physics to model bothstatic and dynamic properties of physical objects. For instance, in calculus, the area of a curve can be calculated by integrating a certain polynomial. Similarly, in physics, the motion of a particle is described by a system of polynomials, as is the electric and magnetic field associated with any system of charged particles.In engineering, polynomials are used to describe electrical circuits and mechanical systems. In electrical engineering, polynomials are used to model the static and dynamic behavior of various electrical components, such as resistors and capacitors. Similarly, in mechanical engineering, polynomials are used to model the forces and moments of various mechanical components, such as gears and shafts.In addition to representing dynamic physical systems, polynomials are also used in computer science. In particular, polynomials are used to describe algorithms, structure data efficiently, and createalgorithms that can solve complex problems. For example, polynomial interpolation is used in computer graphics to create a smooth image from a given set of points. In addition, a class of polynomials known as B-splines are used in computer-aided design to draw smooth curves from a set of data points.Polynomials play a vital role in mathematics, engineering, and science. They are used to model and explain a vast range of phenomena from simple mechanical systems to complex systems that involve dynamic physical properties and computer science algorithms. In short, polynomials have a versatile application in the world of math, science, and engineering.。

上课不认真被叫家长让我很伤心写英语作文

上课不认真被叫家长让我很伤心写英语作文

上课不认真被叫家长让我很伤心写英语作文全文共3篇示例,供读者参考篇1I Felt So Sad When My Parents Were Called for Not Paying Attention in ClassI never thought it would happen to me. Getting in trouble at school was something that happened to the troublemakers, the class clowns, the kids who didn't care about their education. But there I was, slumped down in the principal's office with Mr. Johnson giving me that disappointed look teachers seem to have mastered."Sally, I had to call your parents in today because of your behavior in Mrs. Thompson's English class," he began sternly. "She says you were not paying attention at all, doodling in your notebook instead of taking notes on the lecture."I felt my face grow hot with shame and embarrassment. Getting called out for not paying attention was bad enough, but having my parents dragged into it made the situation so much worse. I struggled to meet Mr. Johnson's eyes as he continued."This isn't like you, Sally. You're one of the brightest students we have here at Madison High. Your grades have always been excellent until just recently when Mrs. Thompson says you've had trouble focusing."He was right - I used to be a model student. Showing up early, hanging on every word the teacher said, finishing all my assignments ahead of time. But lately my mind had been elsewhere, drifting off into fantasy worlds and daydreams instead of concentrating on my schoolwork. Part of it was the increasing pressure I felt about getting into a good college after graduation next year. But there was something else too...Just then, the door opened and in walked my parents, worried looks on their faces. My heart sank seeing the disappointment and concern etched into the creases around my mom's eyes and mouth. This was far worse than just getting reprimanded by the principal. Having to face my parents' disapproval over my lapse in behavior was excruciating."Hello Mr. and Mrs. Sanders, thanks for coming in," Mr. Johnson greeted them. He quickly recapped the situation, how I had been caught not paying attention repeatedly in English class, distracting other students around me with my doodling anddaydreaming. With every word he spoke, I felt smaller and more ashamed.My dad ran his hand over his closely-cropped hair, a habitual gesture he made when he was tense or frustrated. My mom's jaw tightened almost imperceptibly. I knew that look - it meant she was fighting back tears."Sally, you know how important your education is," my dad finally said, turning to me with a pained expression. "You're so smart and you've worked so hard to get here. Why would you start throwing it all away now by not paying attention and doing poorly in class?"I opened my mouth to try and explain, to tell them about the pressure I felt to excel, to get into a top-tier school, to make my family proud. How that pressure had been weighing on me until it became almost too much lately. But the words couldn't escape my suddenly dry throat. Tears welled up in my eyes as I saw my parents' disappointment play out on their faces like a slide show."We didn't raise you this way," my mom chimed in, her voice shaking slightly with restrained emotion. "You've always been such a dedicated, hardworking student. Ever since you were little, you've been our pride and joy with how well you did academically."The tears spilled over at that, streaking silently down my cheeks. Knowing I had let my parents down so profoundly after all the hopes and dreams they had for me was utterly heartbreaking. As their only child, I knew how much value they placed on education and achievement.Mr. Johnson allowed the heavy silence to linger for a moment before clearing his throat. "Obviously this isn't acceptable behavior and it needs to be corrected immediately," he said, looking between me and my parents. "I'm going to advise Mrs. Thompson to move Sally's seat right up front where she can't avoid participating in class. And if this continues to be an issue, we may have to consider more serious disciplinary action."My dad nodded soberly while my mom discreetly dabbed at her eyes with a crumpled tissue. "We'll handle this at home as well," my dad assured the principal. "You can count on us to make sure Sally gets back on track academically."The rest of the meeting seemed to blur together as a haze of shame and sadness enveloped me. Before I knew it, we were walking out to the parking lot, my parents' disappointment surrounding me like a thick fog. Once we reached the car, my dad turned to face me, his expression grave."Young lady, we are going to have a serious discussion when we get home about what's going on here and why you've stopped applying yourself in school," he said sternly. "This just isn't acceptable. You're too smart and too talented to be throwing away your future like this."I mutely, staring down at my saddle shoes and willing myself not to cry again. Somehow, beneath the waves of regret and dismay crashing over me in that moment, I felt a flicker of determination start to burn. I was better than this - I knew it deep down. All my life I had worked so hard, studied so diligently, to be a successful student. And for a few short weeks, I had allowed the pressure of the future and the expectations around me to psych me out and derail all my efforts.As we drove home in silence, I vowed to myself that I wouldn't allow this incident to define me. Yes, I had messed up badly and let everyone down including myself. But it was a stumble, not a free-fall. If I re-focused and re-committed myself with every ounce of willpower and tenacity I could muster, I could get back on track. I would prove to everyone, especially my parents, that this was just a momentary lapse. The dedication and drive that had made me such a successful student all my lifewas still there - I just needed to dig deep and re-ignite that inner fire.Over the next weeks and months, through an intensive grounding, strict study schedules imposed by my parents, and sheer dogged determination, I slowly regained my academic footing. Every good test score, every positive report from a teacher, helped restore my shaken confidence. And while the sting of that fateful meeting never fully went away, it forged within me a newly invigorated work ethic. When the acceptance letters from colleges started arriving during my senior year, I was able to look my parents in the eye with pride once more.Getting in that kind of trouble and seeing how deeply I disappointed my parents was one of the most painfully sad episodes of my life. But ultimately, it gave me the wake-up call I needed to refocus my priorities and persevere through the pressures I faced. I learned that no dream is too big if you're willing to put in the hard work and tenacity to achieve it. And perhaps most importantly, I re-discovered the unshakable source of inner drive that made me a successful student in the first place - the drive to make my family proud.篇2I Felt So Sad When My Parents Were Called About Me Not Paying Attention in ClassSchool has always been a bit of a struggle for me. I'm not the smartest kid and I have a hard time focusing and paying attention, especially in classes that I find really boring or difficult. My parents are always stressing how important it is for me to do well in school and work hard, but sometimes it's just so hard to stay focused when the teacher is droning on about stuff I'm not really interested in.I really didn't mean to zone out and stop paying attention in Mr. Robinson's math class last week. Algebra just makes my brain hurt and no matter how many times he goes over the equations, I can't seem to get it through my head. I was honestly trying my best to listen, but after staring at the numbers and letters on the board for what felt like hours, my mind just started to wander.I started daydreaming about being outside playing basketball with my friends instead of being stuck in that stuffy classroom. The sun was shining, a nice breeze was blowing, and we were laughing and trash-talking each other like always. It was a million times better than struggling through polynomials and quadratic equations. Before I knew it, Mr. Robinson was callingon me to give an answer and I had absolutely no idea what he had just asked."Eric! Are you paying any attention at all?" he boomed, making me jump. My face turned beet red as all my classmates' heads whipped around to stare at me. I just sat there feeling like an idiot, unable to speak. Mr. Robinson let out a big dramatic sigh and said, "That's it, I'm calling your parents. Maybe that will finally get you to start taking my class seriously."I wanted to just disappear into the floor right then and there. Having my parents called because I wasn't paying attention was pretty much my worst nightmare. I knew they were going to be so disappointed and upset with me. Sure enough, when I got home that afternoon, they were waiting for me looking all stern and serious."Eric, we got a call from your math teacher today saying you were completely zoning out and not paying attention in class again," my mom said, arms crossed and tapping her foot. She always does that foot tapping thing when she's really mad. My dad just kind of glared at me, waiting for an explanation. I hung my head down and started rambling out some pathetic excuses about how math is hard and boring, but they weren't having it."This is unacceptable young man," my dad cut me off. "You know how important it is for you to get good grades and go on to college. Your mom and I are busting our humps working overtime to be able to send you there someday. The least you could do is pay attention and try your best."Those words hit me like a punch in the gut. I know my parents have to make a lot of sacrifices to give me opportunities they never had. Hearing the disappointment and frustration in their voices made me feel just awful. I really was trying in that class, I just got distracted for a little bit. But I knew there was no excuse, I had let them down."We're very disappointed in you Eric," my mom said, her face softening a little. "We know you're capable of doing so much better than this if you just apply yourself. Starting today, no video games, no going over to your friends' houses, and no watching TV until further notice. You're going to use that time to hit the books and get your act together in math class."My pleading and promises to do better fell on deaf ears. They had made up their minds, I was grounded and had to suffer the consequences for not living up to their expectations. As they walked away, I broke down and cried, something I hardly ever doanymore now that I'm in high school. I just felt so sad, awful, and disappointed in myself.Over the next few days as I sat alone in my room night after night studying math and doing practice problems instead of hanging out with my friends, I had a lot of time to think about why I had gotten so upset. At first I thought my parents were just being too hard on me and not understanding how difficult math is for me and how boring it can be to sit through those classes. But the more I thought about it, the more I realized they were right to be disappointed and hold me accountable.My parents have sacrificed so much for me and my siblings, working those long night shifts and overtime hours at the mill and the hospital to provide for us and keep a roof over our heads. All they ask in return is for me to work hard, pay attention, and do my best in school so I can go on to college and have greater opportunities than they did. It's really not that much to ask when you consider everything they've done for me.I started to feel deeply ashamed that I had let them down and shown them so little respect and gratitude for all their efforts. Am I really such an ungrateful, lazy kid that I can't be bothered to just sit still, keep my mind focused, and absorb the knowledge my teachers are trying to impart for a measly hour or two a day?My parents didn't have these kinds of opportunities for education when they were young. They would have given anything to be able to sit in a classroom and learn like I can.As the following week rolled around, I went back to Mr. Robinson's math class with a new sense of determination and motivation. When he started going over those confusing algebra equations again, instead of letting my mind drift away, I paid closer attention than I ever had before. I asked questions when I didn't understand something instead of just giving up. I took diligent notes to review later. And most importantly, I kept reminding myself of why I needed to take this so seriously - for my parents.When the next quiz came around, I could tell Mr. Robinson was surprised when I didn't just aimlessly bubble in random guesses like usual. I showed my work for every problem, double checking it along the way. At the end of class when he passed the quizzes back, I held my breath as I anxiously looked at the score...86%! The highest grade I'd ever made in his class! As he handed it to me, Mr. Robinson gave me a slight nod of approval and the faintest hint of a smile. "Nice work, keep it up," he said gruffly.On the walk home, I couldn't stop smiling, feeling so proud of myself for finally buckling down and getting my act together. I realized that by not paying attention, not just in math but in all my classes, I was really only cheating myself out of opportunities for the future. Why should my parents keep shelling out their hard-earned money for college if I'm just going to slack off and waste it? If I wanted to make their sacrifices worth it and make them proud, it was time for me to start taking school more seriously.When I got home, I caught my mom and showed her my quiz grade, breathlessly explaining how I had worked so hard to prepare this time and pay close attention in class. Her face lit up with surprise and pride as she pulled me in for a hug. "This is wonderful honey, I'm so proud of you!" She gave me a kiss on the cheek, making me feel about 8 years old again but I didn't care. "Your father is going to be so pleased when he sees this. You're showing us you're committed to doing better."Seeing the joy and appreciation this brought to my parents helped me recognize how important it is for me to stay on track and keep working hard in all my classes. Getting that little taste of academic success made me want to experience it again andkeep making them proud. It's really motivated me to be a better, more dedicated student.I know there will still be days when I struggle to pay attention and feel frustrated, like we all do. But I'll keep reminding myself of that awful, sinking feeling I had when I disappointed my parents and how amazing it felt to finally make them proud. Staying focused and doing my best in school is the least I can do to show them gratitude for everything they've provided for me. I have to take advantage of the opportunities their sacrifices have given me. It's time for me to act like a responsible young adult who understands their commitment to my future.篇3Not Paying Attention in Class: My Sadness and RegretI hung my head in shame as I trudged out of the classroom, a pit of dread and remorse weighing heavily in my stomach. Mrs. Johnson had just announced that she would be calling my parents to discuss my lack of focus and participation during lessons. As I made my way to my next class, replaying the disappointing scene over and over in my mind, waves of sadness and embarrassment washed over me.I had always been a relatively good student, putting in the effort required to get decent grades and stay out of trouble. However, over the past few weeks, I found my attention constantly wandering during Mrs. Johnson's English literature class. Maybe it was the beautiful spring weather making me restless, or the general apathy that often plagues high school students, but I just couldn't seem to stay engaged no matter how hard I tried.Instead of actively listening and taking notes, I would mindlessly doodle in my notebook or stare blankly out the window, thoughts of weekend plans or that cute girl in math class dancing through my mind. I told myself it wasn't a big deal – that I would catch up on the reading and reviewing notes later. Regrettably, "later" never seemed to come around.As the weeks progressed, my disinterest only compounded. Homework assignments piled up unfinished, and I found myself utterly lost when called upon to discuss the reading material. Still, I hoped I could turn things around before any major consequences arose. How mistaken I was.The announcement that Mrs. Johnson would be involving my parents filled me with dread. I knew they took my education extremely seriously and would be utterly disappointed in my lackof effort and responsibility. Just imagining the looks on their faces – confusion, anger, hurt – made me want to disappear into the ground.My parents had worked so hard to provide me with opportunities and always emphasized the importance of making the most of my education. Hearing that I had been essentially throwing it all away by neglecting my studies would undoubtedly crush them. They had such high hopes for my future success, hopes that I was jeopardizing through my laziness and immaturity.As I sat through my remaining classes that day, I could barely concentrate, my mind swirling with worries about the impending confrontation. I envisioned a tense, heated conversation where harsh words would be exchanged and life privileges revoked. Perhaps most painfully, I imagined that disappointing, heartbroken look in their eyes that screams "We raised you better than this." I could handle anger or punishment, but risking the loss of my parents' confidence was utterly devastating to consider.When I finally arrived home that evening, I briefly considered trying to hide out and delay the inevitable. Ultimately, though, I knew I had to face the music. With leaden steps, I entered theliving room where my parents sat waiting, twin expressions of concern etched onto their faces.As soon as they laid eyes on me, a million questions began firing off. "What's this we heard from your teacher? You haven't been paying attention? That doesn't sound like you at all. Is everything okay? Talk to us – we're here to understand and help in any way we can."I wanted nothing more than to ease their worries, to retroactively undo my behavior so we could avoid this conversation altogether. However, I knew I needed to own up to my mistakes. Staring at the ground, I haltingly explained how I had allowed myself to become distracted and unfocused, neglecting my responsibilities as a student. I expressed the deep shame I felt and how sorry I was to have let them down after all the sacrifices they had made to give me these opportunities.To their credit, while clearly upset, my parents remained relatively calm as I spoke. When I finished, feeling as though a weight had temporarily lifted off my shoulders, they expressed how deeply saddened and disappointed they were by the situation. However, they made it clear that this disappointment primarily stemmed from knowing that I was capable of so much more when applying myself.My dad spoke about the importance of committing fully to one's education, as it builds the foundation for future success and growth. He recounted his own challenges in staying motivated in school and how he deeply regretted not taking it more seriously in his youth. With glistening eyes, my mom expressed how proud I had always made them feel through my past dedication and effort – feelings that were now tinged with sadness over my recent lack of commitment.However, as upsetting as the situation was, they emphasized that their primary concern came from a place of love. They wanted to understand what was really going on, to get to the root of why I had started neglecting such a crucial aspect of my life. Was I struggling with the material? Dealing with other stressors outside of class? Their anger and disappointment, while valid, would be temporary – but they needed me to be open and honest so we could get back on track together.Hearing their concerns and feeling their unconditional love and support despite my failures was utterly overwhelming. All the pent-up remorse, sadness, and self-loathing I had been harboring came pouring out as I broke down into heavy sobs. I apologized profusely through my tears, expressing how deeply Iregretted my actions and how committed I was to doing better moving forward.We talked for what felt like hours, my parents offering compassionate guidance and suggestions for improving my focus and time management. While there would certainly be consequences for my irresponsible behavior, such as being grounded and having privileges revoked until I raised my grades, their overarching message was one of supportive understanding.As the conversation concluded and I wiped the last tears from my eyes, I felt as though an enormous burden had been lifted from my shoulders. The harrowing sadness and dread that had tormented me all day gave way to a sense of gratitude and renewed determination. I knew I had devastated my parents through my actions, but reconnecting with their endless well of love, care and desire to see me succeed was indescribably healing.While the road ahead would involve much hard work in regaining my teachers' and parents' trust, I felt empowered to approach my studies with a fresh perspective. My family's support was unconditional, but I recognized that maintaining their respect was something I needed to earn back through sustained effort and responsibility. No longer would I be theobstinate, indifferent student phoning it in and settling for mediocrity. I would attack my education with the enthusiasm and discipline it deserved, honoring the struggles and sacrifices made to give me these opportunities.Disappointing those who loved me most had undoubtedly triggered immense sadness and regret. However, it also unveiled their infinite wells of love, patience and faith in my potential –sources of strength that would propel me forward through this stumbling block. Though the sting of their disappointment may linger, the knowledge of their unwavering support had filled me with the conviction to not just recover academically, but to reach heights I had never thought possible. No longer would I be a source of frustration, but of immense pride.。

你的问题是什么英语作文初二下册

你的问题是什么英语作文初二下册

你的问题是什么英语作文初二下册Certainly! Here is an English essay of around 2000 words, written from the perspective of a middle school student in an informal, conversational tone. The topic is "What's Your Question?"What's Your Question?Hey there! I'm just a regular kid trying to make it through middle school, but let me tell you, it's not always easy. Every day, I'm bombarded with questions – from my teachers, my parents, and even my friends. And you know what? Sometimes, I feel like I have more questions than answers!Let's start with school. Don't get me wrong, I like learning and all, but some of the stuff they teach us is just mind-boggling. Like, in math class, they'll start talking about quadratic equations and polynomials, and I'm just sitting there like, "Wait, what? Can someone please explain this in a language I can understand?" And then the teacher looks at me like I'm supposed to be a math genius or something.Speaking of teachers, they sure do love asking questions, don't they? "What was the main idea of the chapter we read yesterday?" "Can you explain the process of photosynthesis?""What's the capital of Burkina Faso?" (Side note: who even knows where Burkina Faso is?) It's like they expect us to have all the answers just because we're students. Newsflash: we're still learning! Cut us some slack, please.But you know who's even worse than teachers when it comes to asking questions? My parents. Oh boy, where do I even begin? "How was your day at school?" "Did you finish your homework?" "Why is your room such a mess?" "When are you going to start studying for that big test?" It's like they're trying to interrogate me or something. Can't a kid just come home and relax without being grilled with a million questions?And then there are my friends. Don't get me wrong, I love hanging out with them, but sometimes their questions are just plain weird. Like, the other day, one of my buddies asked me, "If you could be any kind of sandwich, what would you be?" I mean, what kind of question is that? A turkey sandwich? A BLT? A peanut butter and jelly? How am I supposed to answer that?But you know what's even weirder? When they start asking me about crushes and dating and all that stuff. "Do you like anyone in our class?" "Who's your celebrity crush?" "Have you ever kissed anyone before?" Seriously, guys? Can we please talkabout something else? Like video games or sports or literally anything other than my non-existent love life?Sometimes, I feel like I'm just drowning in a sea of questions, and I don't have any life jackets to keep me afloat. It's like everyone expects me to have all the answers, but the truth is, I'm just a kid trying to figure things out as I go.Don't get me wrong, I don't mind answering questions when I actually know the answers. But when it's something I'm completely clueless about, or when the questions just seem so random and bizarre, it can be really frustrating. Like, why do adults think we're supposed to have everything figured out already? We're still learning, people!Maybe that's why I sometimes feel like asking my own questions, just to switch things up a bit. Like, "Hey mom and dad, why do you guys always have to nag me about my homework and chores?" Or "Hey teacher, why do we have to learn about quadratic equations anyway? When am I ever going to use that in real life?" Or even "Hey friends, why do you guys always have to ask such weird questions? Can't we just talk about normal stuff for once?"But then again, maybe I'm just overthinking things. Maybe questions are just a natural part of life, and we all have to learnhow to deal with them. Maybe someday, when I'm all grown up and have kids of my own, I'll be the one asking a million questions, just like my parents do now.Or maybe, just maybe, I'll be the one with all the answers. Wouldn't that be something? Imagine me, a middle schooler, walking around like I know everything there is to know about life, the universe, and everything in between. "Hey kid, what's the meaning of life?" "Easy, it's 42." "Hey teacher, can you explain the theory of relativity?" "Sure, let me break it down for you in simple terms."Yeah, right. Like that's ever going to happen. For now, I'll just keep being a regular kid, trying to survive middle school one question at a time. And who knows, maybe someday I'll even learn to ask some good questions of my own. But for now, I'll just keep my head down, do my homework, and try not to drown in the never-ending sea of questions that surrounds me every single day.So, what's your question?。

大黄素治疗类风湿关节炎

大黄素治疗类风湿关节炎

大黄素治疗类风湿关节炎发布时间:2023-02-22T08:45:15.571Z 来源:《医师在线》2022年32期作者:郑若男[导读] 类风湿性关节炎(RA)是一种慢性、全身性和自身免疫性疾病,其主要病理变化是炎症细胞浸润伴有多种相关细胞因子的分泌和积累,诱发软骨和骨组织的破坏。

因此,炎症细胞和细胞因子的调节是控制RA炎症的关键治疗靶点。

本综述详细介绍了大黄素对T淋巴细胞、树突状细胞和调节性T细胞分化和成熟的影响。

郑若男黑龙江中医药大学黑龙江哈尔滨 150000摘要:类风湿性关节炎(RA)是一种慢性、全身性和自身免疫性疾病,其主要病理变化是炎症细胞浸润伴有多种相关细胞因子的分泌和积累,诱发软骨和骨组织的破坏。

因此,炎症细胞和细胞因子的调节是控制RA炎症的关键治疗靶点。

本综述详细介绍了大黄素对T淋巴细胞、树突状细胞和调节性T细胞分化和成熟的影响。

此外,系统引入大黄素直接或间接影响促炎细胞因子(TNF-α、IL-6、IL-1、IL-1β、IL-17、IL-19和M-CSF)和抗炎细胞因子(IL-4、IL-10、IL-13和TGF-β的分泌),通过多种炎性细胞因子的共调节来抑制RA炎症并促进恢复。

详细了解大黄素治疗RA的潜在机制,为大黄素今后的临床应用提供了系统的理论依据。

关键词:大黄素;类风湿关节炎;综述1 大黄素的基础生物学中药大黄和根瘤被称为“指挥官”,最早记录在经典书籍“神农草药经典”中,大约在2000年前在中国临床上使用。

本代表中药泻药可用于净化治疗凝冷、清热火、化血化瘀、降血消黄、清热、利尿[1-2].大黄素是一类最近备受关注的生物活性天然产物。

大黄素具有多种生物调节功能,如免疫抑制和抗肿瘤、抗氧化和抗炎活性.因此,大黄素在心血管系统、呼吸系统、代谢系统、神经系统和其他系统的疾病中具有治疗潜力。

1.1 大黄素的药代动力学大黄素的主要代谢途径是葡萄糖醛酸化代谢,其次是磺化代谢[3].大黄素以葡糖苷酸或硫酸酯的形式存在于血浆、肾脏和肺中,以游离形式存在于肝脏中的大黄素[4].1.2使用大黄素治疗人类疾病在口腔疾病中,大黄素降低外周血和牙龈组织中的一氧化氮(NO)水平,抑制炎症反应和牙槽骨吸收[5].在肝病中,大黄素可以通过下调丙氨酸氨基转移酶(ALT)、甘油三酯和天冬氨酸氨基转移酶的水平来改善乙醇介导的肝脂肪变性并治疗酒精性肝病[6].关于氧化应激损伤,大黄素发挥潜在的抗氧化作用,例如调节自由基和活性氧(ROS)水平并影响氧化应激诱导的损伤[7].在心血管疾病中,大黄素通过抑制醛糖还原酶活性和改善视网膜血管生成对糖尿病视网膜病变发挥潜在的治疗作用[8].1.3免疫细胞中大黄素的调节大黄素的免疫调节功能主要影响T淋巴细胞、树突状细胞(DC)和调节性T细胞(Tregs)的分化和成熟以及多种促炎和抗炎细胞因子的分泌,以达到免疫调节作用[9].2 大黄素通过调节炎性细胞因子影响 RA 进程大黄素的免疫调节作用可能部分归因于其对淋巴细胞的抗增殖作用及其对 TH1/TH2 和 TH17/Treg 平衡的调节 [10].为了抑制炎症,大黄素降低血浆中TNF-ɑ和IL-6的水平,并抑制PGE(2)的产生,PGE(2)是COX-2在滑膜组织中的蛋白质表达[11]以及抗炎细胞因子IL-4,IL-10,IL-13,IL-11和TGF-β在细胞内外的协同作用。

前列腺不典型小腺泡增生

前列腺不典型小腺泡增生
2 A SA P与前列腺微小癌鉴别指标
ASAP与前列腺微小癌 (m inimal volume p rostatic adeno2 carcinoma,癌占活检组织总量的 5%以下 )之间的鉴别标准 中 ,腺泡数目和病灶大小是最主要的一条 , ASAP腺泡的数目 是癌腺泡数目的 2 /3 (11、17) , ASAP病灶比癌性病灶小一半 (014 mm、018 mm ) 。核增大 、明显的核仁 、核分裂象 、腔内蓝 色黏液及并存 P IN等形态特征在前列腺微小癌中更明显 ,但 核深染及中 ~重度萎缩在 ASAP 比癌中更为常见 (分别为 44%、9%和 59%、35% ) 。 100%前列腺微小癌呈浸润性生 长 ,但浸润性的生长方式也存在于 75%的 ASAP病例中 。嗜 酸性颗粒性分泌物与类晶体在两者无明显差异 [12 ] 。
前列腺癌占男性恶性肿瘤的第 2位 ,在发达国家 ,前列 腺癌占全部恶性肿瘤的 19% ,在发展中国家为 513% [1 ] 。前 列腺穿刺活检是发现和确诊前列腺癌的重要手段 ,但穿刺标 本中经常会遇到少量不典型腺泡 ,疑似癌却又不能确定为 癌 ,这便是前列腺不典型小腺泡增生 ( atyp ical small acinar p roliferation, ASAP) 。现将 ASAP形态特征 、诊断标准 、发病 率 、临床意义以及对发现前列腺癌的预测价值等作一综述 。
1 A SA P的病理特征及应用现状
ASAP也称不典型腺体 ( atyp ia / atyp ical glands) [2 ] ,是由 Bostw ick等 [3 ]于 1993年首次提出的一个描述不典型腺样前 列腺增生的诊断术语 。4 年后这一诊断的临床意义得到首 次阐述 [4 ] 。
ASAP为不典型腺泡病变 ,表现为排列紧密的灶性增生 的小腺泡集落 。这些小腺泡被覆一层几近透明的分泌细胞 上皮 ,而基底细胞呈断片状或消失 (可经 34βE12 免疫组化 证实 ) 。组织特点为 : ①有限数量的腺体 ; ② 极少腺体出现 细胞不典型性 ,包括核增大 、核仁增大 ; ③ 组织异型 :缺乏核 异型的小腺泡杂乱无章地排列 ; ④ 腔内可见蓝色黏液 、结晶 体或粉红色蛋白样分泌物 [5 ] 。这些腺泡的结构形态和 /或细 胞形态类似于分化较好的前列腺癌 ,但数量太少 ,只是怀疑 为癌但不能明确诊断 。不足以诊断为癌而做出 ASAP这一 诊断主要见于两种情况 [6 ] : ①质的方面 ,缺乏足够的前列腺 癌细胞和组织结构特点 。例如一个病灶可能包括 12 个腺 泡 ,腺泡缺乏基底细胞层 ,呈浸润性生长 ,但细胞形态和组织 结构上尚未达到癌的诊断标准 (如缺少明显的核仁和明显 的核增大 ) ; ②量的方面 ,包含的腺泡数量太少 ,腺泡的细胞 和组织结构方面已经达到癌的诊断标准 ,但病灶的大小是其 主要限制 (如 1~3个腺泡 ) 。

高中数学课程描述(英文)

高中数学课程描述(英文)

Mathematics Course DescriptionMathematics course in middle school has two parts: compulsory courses and optional courses. Compulsory courses content lots of modern mathematical knowledge and conceptions, such as calculus, statistics, analytic geometry, algorithm and vector. Optional courses are chosen by students which is according their interests.Compulsory Courses:Set TheoryCourse content:This course introduces a new vocabulary and set of rules that is foundational to the mathematical discussions. Learning the basics of this all-important branch of mathematics so that students are prepared to tackle and understand the concept of mathematical functions. Students learn about how entities are grouped into sets and how to conduct various operations of sets such as unions and intersections (i.e. the algebra of sets). We conclude with a brief introduction to the relationship between functions and sets to set the stage for the next stepKey Topics:➢The language of set theory➢Set membership➢Subsets, supersets, and equality➢Set theory and functionsFunctionsCourse content:This lesson begins with talking about the role of functions and look at the concept of mapping values between domain and range. From there student spend a good deal of time looking at how to visualize various kinds of functions using graphs. This course will begin with the absolute value function and then move on to discuss both exponential and logarithmic functions. Students get an opportunity to see how these functions can be used to model various kinds of phenomena. Key Topics:➢Single-variable functions➢Two –variable functions➢Exponential function➢ Logarithmic function➢Power- functionCalculusCourse content:In the first step, the course introduces the conception of limit, derivative and differential. Then students can fully understand what is limit of number sequence and what is limit of function through some specific practices. Moreover, the method to calculate derivative is also introduced to students.Key Topics:➢Limit theory➢Derivative➢DifferentialAlgorithmCourse content:Introduce the conception of algorithm and the method to design algorithm. Then the figures of flow charts and the conception of logical structure, like sequential structure, contracture of condition and cycle structure are introduced to students. Next step students can use theknowledge of algorithm to make simple programming language, during this procedure, student also approach to grammatical rules and statements which is as similar as BASIC language.Key Topics:➢Algorithm➢Logical structure of flow chart and algorithm➢Output statement➢Input statement➢Assignment statementStatisticsCourse content:The course starts with basic knowledge of statistics, such as systematic sampling and group sampling. During the lesson students acquire the knowledge like how to estimate collectivity distribution according frequency distribution of samples, and how to compute numerical characteristics of collectivity by looking at numerical characteristics of samples. Finally, the relationship and the interdependency of two variables is introduced to make sure that students mastered in how to make scatterplot, how to calculate regression line, and what is Method of Square.Key Topics:➢Systematic sampling➢Group sampling➢Relationship between two variables➢Interdependency of two variablesBasic Trigonometry ICourse content:This course talks about the properties of triangles and looks at the relationship that exists between their internal angles and lengths of their sides. This leads to discussion of the most commonly used trigonometric functions that relate triangle properties to unit circles. This includes the sine, cosine and tangent functions. Students can use these properties and functions to solve a number of issues.Key Topics:➢Common Angles➢The polar coordinate system➢Triangles properties➢Right triangles➢The trigonometric functions➢Applications of basic trigonometryBasic Trigonometry IICourse content:This course will look at the very important inverse trig functions such as arcsin, arcos, and arctan, and see how they can be used to determine angle values. Students also learn core trig identities such as the reduction and double angle identities and use them as a means for deriving proofs. Key Topics:➢Derivative trigonometric functions➢Inverse trig functions➢Identities●Pythagorean identities●Reduction identities●Angle sum/Difference identities●Double-angle identitiesAnalytic Geometry ICourse content:This course introduces analytic geometry as the means for using functions and polynomials to mathematically represent points, lines, planes and ellipses. All of these concepts are vital in student’s mathematical development since they are used in rendering and optimization, collision detection, response and other critical areas. Students look at intersection formulas and distance formulas with respect to lines, points, planes and also briefly talk about ellipsoidal intersections. Key Topics:➢Parametric representation➢Parallel and perpendicular lines➢Intersection of two lines➢Distance from a point to a line➢Angles between linesAnalytic Geometry IICourse content:Students look at how analytic geometry plays an important role in a number of different areas of class design. Students continue intersection discussion by looking at a way to detect collision between two convex polygons. Then students can wrap things up with a look at the Lambertian Diffuse Lighting model to see how vector dot products can be used to determine the lighting and shading of points across a surface.Key Topics:➢Reflections➢Polygon/polygon intersection➢LightingSequence of NumberCourse content:This course begin with introducing several conceptions of sequence of number, such as, term, finite sequence of number, infinite sequence of number, formula of general term and recurrence formula. Then, the conception of geometric sequence and arithmetic sequence is introduced to students. Through practices and mathematical games, students gradually understand and utilize the knowledge of sequence of number, eventually students are able to solve mathematical questions.Key Topics:➢Sequence of number➢Geometric sequence➢Arithmetic sequenceInequalityThis course introduces conception of inequality as well as its properties. In the following lessons students learn the solutions and arithmetic of one-variable quadratic inequality, two variables inequality, fundamental inequality as well how to solve simple linear programming problems.Key Topics:➢Unequal relationship and Inequality➢One-variable quadratic inequality and its solution➢Two-variable inequality and linear programming➢Fundamental inequalityVector MathematicsCourse content:After an introduction to the concept of vectors, students look at how to perform various important mathematical operations on them. This includes addition and subtraction, scalar multiplication, and the all-important dot and cross products. After laying this computational foundation, students engage in games and talk about their relationship with planes and the plane representation, revisit distance calculations using vectors and see how to rotate and scale geometry using vector representations of mesh vertices.Key Topics:➢Linear combinations➢Vector representations➢Addition/ subtraction➢Scalar multiplication/ division➢The dot product➢Vector projection➢The cross productOptional CoursesMatrix ICourse content:In this course, students are introduced to the concept of a matrix like vectors, matrices and so on. In the first two lessons, student look at matrices from a purely mathematical perspective. The course talks about what matrices are and what problems they are intended to solve and then looks at various operations that can be performed using them. This includes topics like matrix addition and subtraction and multiplication by scalars or by other matrices. At the end, students can conclude this course with an overview of the concept of using matrices to solve system of linear equations.Key Topics:➢Matrix relations➢Matrix operations●Addition/subtraction●Scalar multiplication●Matrix Multiplication●Transpose●Determinant●InversePolynomialsCourse content:This course begins with an examination of the algebra of polynomials and then move on to look at the graphs for various kinds of polynomial functions. The course starts with linear interpolation using polynomials that is commonly used to draw polygons on display. From there students are asked to look at how to take complex functions that would be too costly to compute in a relatively relaxed studying environment and use polynomials to approximate the behavior of the function to produce similar results. Students can wrap things up by looking at how polynomials can be used as means for predicting the future values of variables.Key Topics:➢Polynomial algebra ( single variable)●addition/subtraction●multiplication/division➢Quadratic equations➢Graphing polynomialsLogical Terms in MathematicsCourse content:This course introduces the relationships of four kinds of statements, necessary and sufficient conditions, basic logical conjunctions, existing quantifier and universal quantifier. By learning mathematical logic terms, students can be mastered in the usage of common logical terms and can self-correct logical mistakes. At the end of this course, students can deeply understand the mathematical expression is not only accurate but also concise.Key Topics:➢Statement and its relationship➢Necessary and sufficient conditions➢Basic logical conjunctions➢Existing quantifier and universal quantifierConic Sections and EquationCourse content:By using the knowledge of coordinate method which have been taught in the lesson of linear and circle, in this lesson students learn how to set an equation according the character of conic sections. Students is able to find out the property of conic sections during establishing equations. The aim of this course is to make students understand the idea of combination of number and shape by using the method of coordinate to solve simple geometrical problems which are related to conic sections.Key Topics:➢Curve and equation➢Oval➢Hyperbola➢Parabola。

QuadraticFormula:二次方程式

QuadraticFormula:二次方程式

QuadranatorThe Quadratic Formula - Cool MathCool Math lessons and practiceHelp Lessons: Solving QuadraticsTeaching the Quadratic FormulaQuadratic Equations: Quadratic Formula - SOS MathGreat activity to learn and practice Quad Formula and rules in a fun way. Quadratic Formula - AssetExplanation of Quadratic FormulaThe Quadratic Formula - Free Math HelpHave to look around for the type of gam e and grade level…Algebra Math Games - Online Math LearningExplanation in solving Quadratic EquationMethods to Solve a Quadratic Equation--by factoring, by the ...Method and song to Quadratic formulaThe Quadratic Formula to solve quadratic equations Step by step ... Another explanation of the quadratic formulaHow to Solve (and Factor) a Quadratic Equation with the Quadratic ... Hands on exerience with graphing quadratic equationQuadratic Equation Graph - Online Algebra Activities - Soft Schools Jeopardy gameQuadratic Equations Jeopardy Review Game - Super Teacher ToolsQuadratic Formula guessing to timer.Quadratic Formula - Bombing game with figuring our coordinates to shootSave Our Dumb Planet, an algebra and graphing math game from ... Variety of student activities from all of Algebra w/ Cengage name across it Match-up: Solving equations - Cengage LearningPuzzle for Quardratic FormulasReview Puzzle– Solving Quadratic Equations | WNCP Orchestrated ... Factor trinomials like (x + 2) (x + 3) or (x – 3) (x+ 2) or (2x + 1) (x – 3) or 2(3x-1) (x+2)Wrecks Factor, a quadratic factorizing game from British accent in video, game Forge of Empires- boring video Factorising Quadratic Expressions (with videos, worksheets, games ... Description of jobs that use quadratic equations there are 37XP Math - Jobs That Use Quadratic EquationsChutes and Ladders- supplies not with directionsm must make index cards Chutes and ladders - Quadratic equations review - Learn NCBattleship for polynomialsP Quia - ALGEBRA - Battleship for Polynomials - Adding and Subtracting olynomials - Cool MathClassifying PolynomialGood activityClassifying Polynomials Game - Soft SchoolsEXCELLENT RESOURCE! Generates worksheets, activities, quizzes Polynomials Worksheets, Games and Online Practice - Soft Schools Jeopardy reviewAdding and Subtracting Polynomials Jeopardy Review GamePuzzle grid for multiplying polynomialsGrid Game for Multiplying Polynomials - Regents Exam Prep Center Multiplying Polynomials IXLIXL - Multiply polynomials (Algebra 1 practice)Needs to be downloadedPolynomials Jeopardy Review (ppt)One or two player millionaire gameFactors Millionaire Game - Math PlayLessons on factoringCool math Algebra Help Lessons: FactoringFactoring Trinomials GamesXP Math - Math Games Arcade - Factoring Trinomials - FREE Factoring gameMath Lines XFactor 12 - Cool Math GamesRags to Riches FactoringQuia - ALGEBRA - FactoringQuia - Factoring Rags to RichesWrecks Factor, a quadratic factorizing game from Variety of gamesOnline games for prime factorization, factors, GCF, and LCMGood game at seat for factoring trinomialsFactoring Trinomials– Connect 4 Game - Algebra Fun SheetsXP Math - Math Games Arcade - Factoring Trinomials - FREE ...Factoring Polynomials Jeopardy Review Game - Super Teacher Tools IXL - Factor quadratics with leading coefficient 1 (Algebra 1 practice)。

高中数学课程描述(英文)

高中数学课程描述(英文)

Mathematics Course DescriptionMathematics course in middle school has two parts: compulsory courses and optional courses. Compulsory courses content lots of modern mathematical knowledge and conceptions, such as calculus, statistics, analytic geometry, algorithm and vector. Optional courses are chosen by students which is according their interests.Compulsory Courses:Set TheoryCourse content:This course introduces a new vocabulary and set of rules that is foundational to the mathematical discussions. Learning the basics of this all-important branch of mathematics so that students are prepared to tackle and understand the concept of mathematical functions. Students learn about how entities are grouped into sets and how to conduct various operations of sets such as unions and intersections (i.e. the algebra of sets). We conclude with a brief introduction to the relationship between functions and sets to set the stage for the next stepKey Topics:➢The language of set theory➢Set membership➢Subsets, supersets, and equality➢Set theory and functionsFunctionsCourse content:This lesson begins with talking about the role of functions and look at the concept of mapping values between domain and range. From there student spend a good deal of time looking at how to visualize various kinds of functions using graphs. This course will begin with the absolute value function and then move on to discuss both exponential and logarithmic functions. Students get an opportunity to see how these functions can be used to model various kinds of phenomena. Key Topics:➢Single-variable functions➢Two –variable functions➢Exponential function➢ Logarithmic function➢Power- functionCalculusCourse content:In the first step, the course introduces the conception of limit, derivative and differential. Then students can fully understand what is limit of number sequence and what is limit of function through some specific practices. Moreover, the method to calculate derivative is also introduced to students.Key Topics:➢Limit theory➢Derivative➢DifferentialAlgorithmCourse content:Introduce the conception of algorithm and the method to design algorithm. Then the figures of flow charts and the conception of logical structure, like sequential structure, contracture of condition and cycle structure are introduced to students. Next step students can use the knowledge of algorithm to make simple programming language, during this procedure, student also approach to grammatical rules and statements which is as similar as BASIC language.Key Topics:➢Algorithm➢Logical structure of flow chart and algorithm➢Output statement➢Input statement➢Assignment statementStatisticsCourse content:The course starts with basic knowledge of statistics, such as systematic sampling and group sampling. During the lesson students acquire the knowledge like how to estimate collectivity distribution according frequency distribution of samples, and how to compute numerical characteristics of collectivity by looking at numerical characteristics of samples. Finally, the relationship and the interdependency of two variables is introduced to make sure that students mastered in how to make scatterplot, how to calculate regression line, and what is Method of Square.Key Topics:➢Systematic sampling➢Group sampling➢Relationship between two variables➢Interdependency of two variablesBasic Trigonometry ICourse content:This course talks about the properties of triangles and looks at the relationship that exists between their internal angles and lengths of their sides. This leads to discussion of the most commonly used trigonometric functions that relate triangle properties to unit circles. This includes the sine, cosine and tangent functions. Students can use these properties and functions to solve a number of issues.Key Topics:➢Common Angles➢The polar coordinate system➢Triangles properties➢Right triangles➢The trigonometric functions➢Applications of basic trigonometryBasic Trigonometry IICourse content:This course will look at the very important inverse trig functions such as arcsin, arcos, and arctan, and see how they can be used to determine angle values. Students also learn core trig identities such as the reduction and double angle identities and use them as a means for deriving proofs. Key Topics:➢Derivative trigonometric functions➢Inverse trig functions➢Identities●Pythagorean identities●Reduction identities●Angle sum/Difference identities●Double-angle identitiesAnalytic Geometry ICourse content:This course introduces analytic geometry as the means for using functions and polynomials to mathematically represent points, lines, planes and ellipses. All of these concepts are vital in student’s mathematical development since they are used in rendering and optimization, collision detection, response and other critical areas. Students look at intersection formulas and distance formulas with respect to lines, points, planes and also briefly talk about ellipsoidal intersections. Key Topics:➢Parametric representation➢Parallel and perpendicular lines➢Intersection of two lines➢Distance from a point to a line➢Angles between linesAnalytic Geometry IICourse content:Students look at how analytic geometry plays an important role in a number of different areas of class design. Students continue intersection discussion by looking at a way to detect collision between two convex polygons. Then students can wrap things up with a look at the Lambertian Diffuse Lighting model to see how vector dot products can be used to determine the lighting and shading of points across a surface.Key Topics:➢Reflections➢Polygon/polygon intersection➢LightingSequence of NumberCourse content:This course begin with introducing several conceptions of sequence of number, such as, term, finite sequence of number, infinite sequence of number, formula of general term and recurrence formula. Then, the conception of geometric sequence and arithmetic sequence is introduced to students. Through practices and mathematical games, students gradually understand and utilizethe knowledge of sequence of number, eventually students are able to solve mathematical questions.Key Topics:➢Sequence of number➢Geometric sequence➢Arithmetic sequenceInequalityThis course introduces conception of inequality as well as its properties. In the following lessons students learn the solutions and arithmetic of one-variable quadratic inequality, two variables inequality, fundamental inequality as well how to solve simple linear programming problems.Key Topics:➢Unequal relationship and Inequality➢One-variable quadratic inequality and its solution➢Two-variable inequality and linear programming➢Fundamental inequalityVector MathematicsCourse content:After an introduction to the concept of vectors, students look at how to perform various important mathematical operations on them. This includes addition and subtraction, scalar multiplication, and the all-important dot and cross products. After laying this computational foundation, students engage in games and talk about their relationship with planes and the plane representation, revisit distance calculations using vectors and see how to rotate and scale geometry using vector representations of mesh vertices.Key Topics:➢Linear combinations➢Vector representations➢Addition/ subtraction➢Scalar multiplication/ division➢The dot product➢Vector projection➢The cross productOptional CoursesMatrix ICourse content:In this course, students are introduced to the concept of a matrix like vectors, matrices and so on. In the first two lessons, student look at matrices from a purely mathematical perspective. The course talks about what matrices are and what problems they are intended to solve and then looks at various operations that can be performed using them. This includes topics like matrix addition and subtraction and multiplication by scalars or by other matrices. At the end, students can conclude this course with an overview of the concept of using matrices to solve system of linear equations.Key Topics:➢Matrix relations➢Matrix operations●Addition/subtraction●Scalar multiplication●Matrix Multiplication●Transpose●Determinant●InversePolynomialsCourse content:This course begins with an examination of the algebra of polynomials and then move on to look at the graphs for various kinds of polynomial functions. The course starts with linear interpolation using polynomials that is commonly used to draw polygons on display. From there students are asked to look at how to take complex functions that would be too costly to compute in a relatively relaxed studying environment and use polynomials to approximate the behavior of the function to produce similar results. Students can wrap things up by looking at how polynomials can be used as means for predicting the future values of variables.Key Topics:➢Polynomial algebra ( single variable)●addition/subtraction●multiplication/division➢Quadratic equations➢Graphing polynomialsLogical Terms in MathematicsCourse content:This course introduces the relationships of four kinds of statements, necessary and sufficient conditions, basic logical conjunctions, existing quantifier and universal quantifier. By learning mathematical logic terms, students can be mastered in the usage of common logical terms and can self-correct logical mistakes. At the end of this course, students can deeply understand the mathematical expression is not only accurate but also concise.Key Topics:➢Statement and its relationship➢Necessary and sufficient conditions➢Basic logical conjunctions➢Existing quantifier and universal quantifierConic Sections and EquationCourse content:By using the knowledge of coordinate method which have been taught in the lesson of linear and circle, in this lesson students learn how to set an equation according the character of conic sections. Students is able to find out the property of conic sections during establishing equations. The aim of this course is to make students understand the idea of combination of number and shape by using the method of coordinate to solve simple geometrical problems which are related to conic sections.Key Topics:➢Curve and equation ➢Oval➢Hyperbola➢Parabola。

act数学与高考知识点

act数学与高考知识点

act数学与高考知识点ACT(American College Testing)考试是美国大学招生中广泛使用的一种标准化考试,其中包括数学科目。

本文将详细介绍ACT数学考试的知识点,以帮助考生有效备考。

1. 代数 (Algebra)1.1 线性方程与不等式 (Linear Equations and Inequalities)1.1.1 一元一次方程 (One-variable linear equations)1.1.2 一元一次不等式 (One-variable linear inequalities)1.1.3 线性方程组 (Systems of linear equations)1.2 函数 (Functions)1.2.1 函数定义与图像 (Function definition and graphs)1.2.2 函数的运算 (Operations with functions)1.2.3 函数的反函数 (Inverse functions)1.3 多项式与因式分解 (Polynomials and Factoring)1.3.1 一元多项式 (One-variable polynomials)1.3.2 因式分解 (Factoring)1.3.3 二次方程与二次多项式 (Quadratic equations and polynomials)2. 几何 (Geometry)2.1 平面几何 (Plane Geometry)2.1.1 直线与角度 (Lines and angles)2.1.2 三角形与四边形 (Triangles and quadrilaterals)2.1.3 圆与圆环 (Circles and annuli)2.2 空间几何 (Spatial Geometry)2.2.1 空间中的点、直线、面 (Points, lines, and planes in space)2.2.2 空间几何体的体积与表面积 (Volumes and surface areas of spatial figures)2.2.3 空间几何体的旋转与投影 (Rotations and projections of spatial figures)3. 数据分析与概率 (Data Analysis and Probability)3.1 图表解读与数据分析 (Interpreting graphs and data analysis)3.1.1 条形图、折线图与饼状图 (Bar graphs, line graphs, and pie charts)3.1.2 平均数、中位数与众数 (Mean, median, and mode)3.2 概率 (Probability)3.2.1 随机事件与概率计算 (Random events and probability calculations)3.2.2 排列与组合 (Permutations and combinations)4. 比例、百分数与利率 (Ratios, Percentages, and Rates)4.1 比例与比率 (Ratios and rates)4.2 百分数 (Percentages)4.3 利率与利息 (Interest rates and interest)5. 数字、指数与对数 (Number, Exponents, and Logarithms)5.1 整数与有理数 (Integers and rational numbers)5.2 指数 (Exponents)5.3 对数 (Logarithms)6. 函数与三角 (Functions and Trigonometry)6.1 线性函数与二次函数 (Linear functions and quadratic functions)6.2 三角函数 (Trigonometric functions)6.3 三角方程与三角恒等式 (Trigonometric equations and identities)通过掌握以上知识点,考生能够在ACT数学考试中取得优异的成绩。

cell cycle中的英文单词

cell cycle中的英文单词

cell cycle中的英文单词The Cell Cycle: A Dynamic Process of Growth and Division.The cell cycle is a fundamental process that all living cells must undergo in order to grow and reproduce. This complex process involves a series of highly regulated stages that ultimately lead to the division of the cellinto two new daughter cells. In eukaryotes, the cell cycle is typically divided into four main stages: G1, S, G2, and M.G1 Phase: During the G1 phase, the cell grows and prepares for DNA replication. The cell synthesizes new proteins and RNA, and the organelles within the cell increase in number.S Phase: During the S phase, the cell's DNA is replicated. This process is carried out by DNA polymerases, which use the existing DNA strands as templates to createnew complementary strands.G2 Phase: During the G2 phase, the cell checks for errors in DNA replication and repairs any that are found. The cell also synthesizes additional proteins and RNA, and the organelles within the cell continue to increase in number.M Phase: During the M phase, the cell divides into two new daughter cells. This process involves a number of complex steps, including the condensation of the chromosomes, the formation of the mitotic spindle, and the separation of the sister chromatids.The cell cycle is a highly regulated process that is controlled by a number of checkpoints. These checkpoints ensure that the cell does not progress to the next stage of the cycle until the previous stage has been completed successfully. The cell cycle is also subject to external influences, such as growth factors and hormones, which can stimulate or inhibit the cell's progression through the cycle.The cell cycle is a critical process for all living organisms. It allows cells to grow and reproduce, and it ensures that the genetic material is passed on accurately from one generation to the next.Additional Notes:The cell cycle is a continuous process, with each stage flowing smoothly into the next.The length of the cell cycle varies depending on the cell type and the environmental conditions.In some cases, cells may enter a state of dormancy, known as the G0 phase. In this state, the cell does not divide, but it can still carry out other cellular activities.The cell cycle is a complex and highly regulated process that is essential for the growth and reproduction of all living organisms.。

(2002)Two-Frame Motion Estimation Based on Polynomial Expansion

(2002)Two-Frame Motion Estimation Based on Polynomial Expansion

See discussions, stats, and author profiles for this publication at: /publication/225138825Two-Frame Motion Estimation Based on Polynomial ExpansionCHAPTER · DECEMBER 2002DOI: 10.1007/3-540-45103-X_50 · Source: DBLP CITATIONS 57READS1581 AUTHOR:Gunnar FarnebäckContextVision29 PUBLICATIONS 750 CITATIONSSEE PROFILEAvailable from: Gunnar FarnebäckRetrieved on: 17 November 2015//the OpenCV source code locate %OPENCV%\sources\modules\video\src\optflowgf.cpp 函数calcOpticalFlowFarneback ()计算稠密光流Two-Frame Motion Estimation Based onPolynomial ExpansionGunnar Farneb¨a ckComputer Vision Laboratory,Link¨o ping University,SE-58183Link¨o ping,Swedengf@isy.liu.sehttp://www.isy.liu.se/cvl/Abstract.This paper presents a novel two-frame motion estimation al-gorithm.Thefirst step is to approximate each neighborhood of bothframes by quadratic polynomials,which can be done efficiently using thepolynomial expansion transform.From observing how an exact polyno-mial transforms under translation a method to estimate displacementfields from the polynomial expansion coefficients is derived and aftera series of refinements leads to a robust algorithm.Evaluation on theYosemite sequence shows good results.1IntroductionIn previous work we have developed orientation tensor based algorithms to es-timate motion,with excellent results both with respect to accuracy and speed [1,2].A limitation of those,however,is that the estimation of the spatiotem-poral orientation tensors requires the motionfield to be temporally consistent. This is often the case but turned out to be a problem in the WITAS project [3],where image sequences are obtained by a helicopter-mounted camera.Due to high frequency vibrations from the helicopter affecting the camera system, there are large,quickly varying,and difficult to predict displacements between successive frames.A natural solution is to estimate the motion,or displacement,field from only two frames and try to compensate for the background motion.This paper presents a novel method to estimate displacement.It is related to our orienta-tion tensor methods in that thefirst processing step,a signal transform called polynomial expansion,is common.Naturally this is only done spatially now,in-stead of spatiotemporally.Another common theme is the inclusion of parametric motion models in the algorithms.2Polynomial ExpansionThe idea of polynomial expansion is to approximate some neighborhood of each pixel with a polynomial.Here we are only interested in quadratic polynomials, giving us the local signal model,expressed in a local coordinate system,f(x)∼x T Ax+b T x+c,(1)where A is a symmetric matrix,b a vector and c a scalar.The coefficients are estimated from a weighted least squaresfit to the signal values in the neigh-borhood.The weighting has two components called certainty and applicability. These terms are the same as in normalized convolution[4–6],which polyno-mial expansion is based on.The certainty is coupled to the signal values in the neighborhood.For example it is generally a good idea to set the certainty to zero outside the image.Then neighborhood points outside the image have no impact on the coefficient estimation.The applicability determines the relative weight of points in the neighborhood based on their position in the neighbor-hood.Typically one wants to give most weight to the center point and let the weights decrease radially.The width of the applicability determines the scale of the structures which will be captured by the expansion coefficients.While this may sound computationally very demanding it turns out that it can be implemented efficiently by a hierarchical scheme of separable convolu-tions.Further details on this can be found in[6].3Displacement EstimationSince the result of polynomial expansion is that each neighborhood is approx-imated by a polynomial,we start by analyzing what happens if a polynomial undergoes an ideal translation.Consider the exact quadratic polynomialf1(x)=x T A1x+b T1x+c1(2) and construct a new signal f2by a global displacement by d,f2(x)=f1(x−d)=(x−d)T A1(x−d)+b T1(x−d)+c1=x T A1x+(b1−2A1d)T x+d T A1d−b T1d+c1=x T A2x+b T2x+c2.(3) Equating the coefficients in the quadratic polynomials yieldsA2=A1,(4)b2=b1−2A1d,(5)c2=d T A1d−b T1d+c1.(6) The key observation is that by equation(5)we can solve for the translation d, at least if A1is non-singular,2A1d=−(b2−b1),(7)d=−12A−11(b2−b1).(8)We note that this observation holds for any signal dimensionality.3.1Practical ConsiderationsObviously the assumptions about an entire signal being a single polynomial and a global translation relating the two signals are quite unrealistic.Still the basic relation(7)can be used for real signals,although errors are introduced when the assumptions are relaxed.The question is whether these errors can be kept small enough to give a useful algorithm.To begin with we replace the global polynomial in equation(2)with local polynomial approximations.Thus we start by doing a polynomial expansion of both images,giving us expansion coefficients A1(x),b1(x),and c1(x)for the first image and A2(x),b2(x),and c2(x)for the second image.Ideally this should give A1=A2according to equation(4)but in practice we have to settle for theapproximationA(x)=A1(x)+A2(x)2.(9)We also introduce∆b(x)=−12(b2(x)−b1(x))(10)to obtain the primary constraintA(x)d(x)=∆b(x),(11) where d(x)indicates that we have also replaced the global displacement in equa-tion(3)with a spatially varying displacementfield.3.2Estimation Over a NeighborhoodIn principle equation(11)can be solved pointwise,but the results turn out to be too noisy.Instead we make the assumption that the displacementfield is only slowly varying,so that we can integrate information over a neighborhood of each pixel.Thus we try tofind d(x)satisfying(11)as well as possible over a neighborhood I of x,or more formally minimizing∆x∈Iw(∆x) A(x+∆x)d(x)−∆b(x+∆x) 2,(12)where we let w(∆x)be a weight function for the points in the neighborhood. The minimum is obtained ford(x)=w A T A−1w A T∆b,(13)where we have dropped some indexing to make the expression more readable. The minimum value is given bye(x)=w∆b T∆b−d(x)Tw A T∆b.(14)In practical terms this means that we compute A T A,A T∆b,and∆b T∆b pointwise and average these with w before we solve for the displacement.Theminimum value e (x )can be used as a reversed confidence value,with small numbers indicating high confidence.The solution given by (13)exists and is unique unless the whole neighborhood is exposed to the aperture problem.Sometimes it is useful to add a certainty weight c (x +∆x )to (12).This is most easily handled by scaling A and ∆b accordingly.3.3Parameterized Displacement FieldsWe can improve robustness if the displacement field can be parameterized ac-cording to some motion model.This is straightforward for motion models which are linear in their parameters,like the affine motion model or the eight parameter model.We derive this for the eight parameter model in 2D,d x (x,y )=a 1+a 2x +a 3y +a 7x 2+a 8xy,d y (x,y )=a 4+a 5x +a 6y +a 7xy +a 8y 2.(15)We can rewrite this asd =Sp ,(16)S = 1x y 000x 2xy 0001x y xy y 2,(17)p = a 1a 2a 3a 4a 5a 6a 7a 8 T .(18)Inserting into (12)we obtain the weighted least squares problemi w i A i S i p −∆b i 2,(19)where we use i to index the coordinates in a neighborhood.The solution isp = i w i S T i A T i A i S i −1 iw i S T i A T i ∆b i .(20)We notice that like before we can compute S T A T AS and S T A T ∆b pointwise and then average these with w .Naturally (20)reduces to (13)for the constant motion model.3.4Incorporating A Priori KnowledgeA principal problem with the method so far is that we assume that the local polynomials at the same coordinates in the two signals are identical except for a displacement.Since the polynomial expansions are local models these will vary spatially,introducing errors in the constraints (11).For small displacements this is not too serious,but with larger displacements the problem increases.Fortu-nately we are not restricted to comparing two polynomials at the same coordi-nate.If we have a priori knowledge about the displacement field,we can comparethe polynomial at x in thefirst signal to the polynomial at x+˜d(x)in the second signal,where˜d(x)is the a priori displacementfield rounded to integer values. Then we effectively only need to estimate the relative displacement between the real value and the rounded a priori estimate,which hopefully is smaller.This observation is included in the algorithm by replacing equations(9)and (10)byA(x)=A1(x)+A2(˜x)2,(21)∆b(x)=−12(b2(˜x)−b1(x))+A(x)˜d(x),(22)where˜x=x+˜d(x).(23) Thefirst two terms in∆b are involved in computing the remaining displacement while the last term adds back the rounded a priori displacement.We can see that for˜d identically zero,these equations revert to(9)and(10),as would be expected.3.5Iterative and Multi-scale Displacement EstimationA consequence of the inclusion of an a priori displacementfield in the algorithm is that we can close the loop and iterate.A better a priori estimate means a smaller relative displacement,which in turn improves the chances for a good displacement estimate.We consider two different approaches,iterative displace-ment estimation and multi-scale displacement estimation.In both the approaches we iterate with the estimated displacements from one step used as a priori displacement in the next step.The a priori displacement field in thefirst step would usually be set to zero,unless actual knowledge about it is available.In thefirst approach the same polynomial expansion coefficients are used in all iterations and need only be computed once.The weak spot of this approach is in thefirst iteration.If the displacements(relative the a priori displacements) are too large,the output displacements cannot be expected to be improvements and iterating will be meaningless.The problem of too large displacements can be reduced by doing the analysis at a coarser scale.This means that we use a larger applicability for the poly-nomial expansion and/or lowpassfilter the signalfirst.The effect is that the estimation algorithm can handle larger displacements but at the same time the accuracy decreases.This observation points to the second approach with multiple scales.Start at a coarse scale to get a rough but reasonable displacement estimate and prop-agate this throughfiner scales to obtain increasingly more accurate estimates.A drawback is that we need to recompute the polynomial expansion coefficients for each scale,but this cost can be reduced by subsampling between scales.4Experimental ResultsThe algorithm has been implemented in Matlab,with certain parts in the form of C mexfiles.Source code for the implementation is available fromhttp://www.isy.liu.se/~gf.The algorithm has been evaluated on a commonly used test sequence with known velocityfield,Lynn Quam’s Yosemite sequence[7],figure1.This synthetic sequence was generated with the help of a digital terrain map and therefore has a motionfield with depth variation and discontinuities at occlusion boundaries.The accuracy of the velocity estimates has been measured using the average spatiotemporal angular error,arccos(ˆv T estˆv true)[8].The sky region is excluded from the error analysis because the variations in the cloud textures induce an imageflow that is quite different from the ground truth values computed solely from the camera motion.We have estimated the displacement from the center frame and the frame before.The averaging over neighborhoods is done using a39×39Gaussian weighting function(w in equation(19))with standard deviation6.The poly-nomial expansion is done with an11×11Gaussian applicability with standard deviation1.5.In order to reduce the errors near the borders,the polynomial expansions have been computed with certainty set to zero offthe border.Addi-tionally pixels close to the borders have been given a reduced weight(see section 3.2)because the expansion coefficients still can be assumed to be less reliable there.The constant and affine motion models have been used with a single iter-ation and with three iterations at the same scale.The results and a comparison with other methods can be found in table1. Clearly this algorithm cannot compete with the most accurate ones,but that is to be expected since those take advantage of the spatio-temporal consistency over several frames.Still these results are good for a two-frame algorithm.A more thorough evaluation of the algorithm can be found in[6].The main weakness of the algorithm is the assumption of a slowly varying displacementfield,causing discontinuities to be smoothed out.This can be solved by combining the algorithm with a simultaneous segmentation procedure,e.g. the one used in[2].AcknowledgementsThe work presented in this paper was supported by WITAS,the Wallenberg lab-oratory on Information Technology and Autonomous Systems,which is gratefully acknowledged.References1.Farneb¨a ck,G.:Fast and Accurate Motion Estimation using Orientation Tensorsand Parametric Motion Models.In:Proceedings of15th International Conference on Pattern Recognition.Volume1.,Barcelona,Spain,IAPR(2000)135–139Fig.1.One frame of the Yosemite sequence(subsampled).parison with other methods,Yosemite sequence.The sky region is ex-cluded for all results.Technique Average Standard Densityerror deviationLucas&Kanade[9] 2.80◦3.82◦35%Uras et al.[10] 3.37◦3.37◦14.7%Fleet&Jepson[11] 2.97◦5.76◦34.1%Black&Anandan[12] 4.46◦4.21◦100%Szeliski&Coughlan[13] 2.45◦3.05◦100%Black&Jepson[14] 2.29◦2.25◦100%Ju et al.[15] 2.16◦2.0◦100%Karlholm[16] 2.06◦1.72◦100%Lai&Vemuri[17] 1.99◦1.41◦100%Bab-Hadiashar&Suter[18] 1.97◦1.96◦100%M´e min&P´e rez[19] 1.58◦1.21◦100%Farneb¨a ck,constant motion[1,6] 1.94◦2.31◦100%Farneb¨a ck,affine motion[1,6] 1.40◦2.57◦100%Farneb¨a ck,segmentation[2,6] 1.14◦2.14◦100%Constant motion,1iteration 3.94◦4.23◦100%Constant motion,3iterations 2.60◦2.27◦100%Affine motion,1iteration 4.19◦6.76◦100%Affine motion,3iterations 2.08◦2.45◦100%2.Farneb¨a ck,G.:Very High Accuracy Velocity Estimation using Orientation Ten-sors,Parametric Motion,and Simultaneous Segmentation of the Motion Field.In: Proceedings of the Eighth IEEE International Conference on Computer Vision.Volume I.,Vancouver,Canada(2001)171–1773.URL:http://www.ida.liu.se/ext/witas/.4.Knutsson,H.,Westin,C.F.:Normalized and Differential Convolution:Methods forInterpolation and Filtering of Incomplete and Uncertain Data.In:Proceedings of IEEE Computer Society Conference on Computer Vision and Pattern Recognition, New York City,USA,IEEE(1993)515–5235.Westin,C.F.:A Tensor Framework for Multidimensional Signal Processing.PhDthesis,Link¨o ping University,Sweden,SE-58183Link¨o ping,Sweden(1994)Disser-tation No348,ISBN91-7871-421-4.6.Farneb¨a ck,G.:Polynomial Expansion for Orientation and Motion Estimation.PhD thesis,Link¨o ping University,Sweden,SE-58183Link¨o ping,Sweden(2002) Dissertation No790,ISBN91-7373-475-6.7.Heeger,D.J.:Model for the extraction of imageflow.J.Opt.Soc.Am.A4(1987)1455–14718.Barron,J.L.,Fleet,D.J.,Beauchemin,S.S.:Performance of opticalflow techniques.Int.J.of Computer Vision12(1994)43–779.Lucas,B.,Kanade,T.:An Iterative Image Registration Technique with Applica-tions to Stereo Vision.In:Proc.Darpa IU Workshop.(1981)121–13010.Uras,S.,Girosi,F.,Verri,A.,Torre,V.:A computational approach to motionperception.Biological Cybernetics(1988)79–9711.Fleet,D.J.,Jepson,A.D.:Computation of Component Image Velocity from LocalPhase Information.Int.Journal of Computer Vision5(1990)77–10412.Black,M.J.,Anandan,P.:The robust estimation of multiple motions:Parametricand piecewise-smoothflowfiputer Vision and Image Understanding63 (1996)75–10413.Szeliski,R.,Coughlan,J.:Hierarchical spline-based image registration.In:Proc.IEEE Conference on Computer Vision Pattern Recognition,Seattle,Washington (1994)194–20114.Black,M.J.,Jepson, A.:Estimating opticalflow in segmented images usingvariable-order parametric models with local deformations.IEEE Transactions on Pattern Analysis and Machine Intelligence18(1996)972–98615.Ju,S.X.,Black,M.J.,Jepson,A.D.:Skin and bones:Multi-layer,locally affine,opticalflow and regularization with transparency.In:Proceedings CVPR’96,IEEE (1996)307–31416.Karlholm,J.:Local Signal Models for Image Sequence Analysis.PhD thesis,Link¨o ping University,Sweden,SE-58183Link¨o ping,Sweden(1998)Dissertation No536,ISBN91-7219-220-8.i,S.H.,Vemuri,B.C.:Reliable and efficient computation of opticalflow.Inter-national Journal of Computer Vision29(1998)87–10518.Bab-Hadiashar,A.,Suter,D.:Robust opticflow computation.International Jour-nal of Computer Vision29(1998)59–7719.M´e min,E.,P´e rez,P.:Hierarchical estimation and segmentation of dense motionfields.International Journal of Computer Vision46(2002)129–155。

「高中数学全面知识点梳理与重要公式汇总」

「高中数学全面知识点梳理与重要公式汇总」

「高中数学全面知识点梳理与重要公式汇总」Title: Comprehensive Review and Important Formula Compilation of High School MathematicsAbstract:In this article, we will provide a comprehensive review of the key knowledge points and important formulas in high school mathematics. The aim is to help students consolidate their understanding and enhance their problem-solving skills in this subject. The article will cover various topics including algebra, geometry, trigonometry, calculus, and statistics. Through a combination of English and Chinese explanations, we hope to create a useful resource for students to revise and prepare for exams.Introduction:High school mathematics is a fundamental subject that lays the groundwork for further studies in science, technology, engineering, and mathematics (STEM) fields. It is crucial for students to have a solid understanding of the key knowledgepoints and be familiar with the important formulas. This article aims to serve as a comprehensive guide, providing a thorough review of these concepts.I. Algebra:1. Basic operations: Addition, subtraction, multiplication, and division of real numbers.2. Equations and inequalities: Solving linear equations and inequalities.3. Functions: Understanding the concept of a function, graphing linear and quadratic functions.4. Exponents and logarithms: Laws of exponents, properties of logarithms.5. Polynomials: Factoring, long division, synthetic division.6. Rational expressions: Simplifying, multiplying, dividing rational expressions.7. Systems of equations: Solving systems of linear equations using substitution, elimination, and matrices.二、几何:1. 基本概念: 点、线、面、角度、直线、平行线、垂直线、多2. 三角形: 三角形的分类、三角形的性质、勾股定理、正弦定理、余弦定理等。

在学校一天的英语作文

在学校一天的英语作文

在学校一天的英语作文英文回答:My day at school is quite hectic, filled with classes, extracurriculars, and social interactions. It's a mix of academic challenges, personal growth, and the occasional dash of drama.I start my day with a cup of coffee and a quick scan of the morning news. Then it's off to first period, where I delve into the intricacies of algebra, trying to make sense of polynomials and quadratic equations. Math has always been my Achilles heel, but I'm determined to conquer it.Next up is history, where we're currently exploring the tumultuous events of the French Revolution. The guillotine, the Reign of Terror, and the rise and fall of Napoleon these stories never fail to fascinate me.After lunch, I have a break from the books and join myfriends for a game of pickup basketball. The court is always buzzing with energy, the sound of sneakers squeaking and the ball swishing through the net. It's a great way to clear my head and recharge for the afternoon.My third period is English literature, where we're reading "The Great Gatsby" by F. Scott Fitzgerald. The novel's exploration of love, loss, and the American Dreamis both heartbreaking and inspiring.Finally, I wrap up my day with a choir rehearsal. As a member of the school's a cappella group, I love the feeling of harmonizing with my fellow singers, our voices blending together to create something beautiful.School is not always easy, but it's also a place where I learn, grow, and connect with others. It's a roller coaster of emotions, but I wouldn't trade it for the world.中文回答:我的一天校园时光丰富多彩,有上课、课外活动和社交交往。

一般的三次参数样条曲线的几何连续性及其插值方法

一般的三次参数样条曲线的几何连续性及其插值方法

一般的三次参数样条曲线的几何连续性及其插值方法作者:柏庆昆学位授予单位:东北师范大学被引用次数:2次1.张同琦曲线几何连续性[期刊论文]-渭南师专学报 1999(2)2.罗扬.方逵参数曲线几何连接的几个定理[期刊论文]-国防科技大学学报 1995(2)3.施法中计算机辅助几何设计与非均匀有理B样条4.盛中平有关Hermite插值问题的两个具体展示5.高益明.裴锡灿计算方法教程6.R A Lorentz Multivariate Hermite interpolation by algebraic polyno mials:A survey 20007.K Hollig.J Koch Geometric Hermite interpolation[外文期刊] 19958.K Hollig.J Koch Geometric Hermite interpolation with maximal order and smoothness 19969.Ulrich Reif on the local existence of the quadratic geometric Hermite interpolant[外文期刊] 199910.Lianghong Xu.Jianhong Shi Geometric Hermite interpolation for space curves[外文期刊] 200111.F M Fernandez Generating function for Hermite polynomials of arbi trary order 199812.A Gfrerrer.O Roschel Blended Hermite interpolants[外文期刊] 200113.L J Gray.M Garzon on a Hermite boundary integral approxima tion 200514.Berlin Heidelberg Curves and Surfaces in Computer Aided Geometric Aided Geometric design15.宋家宏.李成.王建华空间曲线的高阶几何Hermite插值[期刊论文]-计算机辅助设计与图形学学报 2004(6)16.杨存典n次分段Hermite插值多项式的构造 2000(02)17.姜献峰.梁友栋有理Bezier曲线的几何连续条件及其应用 1992(04)18.冯仁忠.王仁宏三次B样条曲线间G2连续条件[期刊论文]-大连理工大学学报 2003(4)19.苏本跃.余宏杰一类G2连续的C-Bézier保凸插值曲线[期刊论文]-安徽技术师范学院学报 2003(2)20.方逵.文锦(G2-连续的)保形分段三次插值曲线 1999(03)21.康宝生.贺文杰Gk保形分段2k次参数多项式插值[期刊论文]-高等学校计算数学学报 2002(3)22.张宏鑫.王国瑾保持几何连续性的曲线形状调配[期刊论文]-高校应用数学学报A辑 2001(2)23.张三元基于代数曲线段的G2连续的曲线造型方法[期刊论文]-计算机学报 2000(2)24.张三元.孙守迁.潘云鹤基于几何约束的三次代数曲线插值[期刊论文]-计算机学报 2001(5)25.杨莉.晁翠华.贾晓G2连续的三次有理Bezier样条插值曲线[期刊论文]-机械科学与技术 2000(3)26.任群.康宝生.田捷平面G2组合三次α-Bézier曲线的几何构造[期刊论文]-工程图学学报 2003(3)27.赖舜男.吴学礼.汪国平G2三次Hermite样条曲线形状的交互修改[期刊论文]-计算机应用研究 2004(10)28.方逵.吴凡参数五次GC2 Hermite插值 2000(01)29.芦殿军Bezier曲线的拼接及其连续性[期刊论文]-青海大学学报(自然科学版) 2004(6)30.G3连续的有理三次Bézier样条曲线造型[期刊论文]-自然科学进展 2001(7)31.陈宝平.尹志凌基于有理二次Bezier曲线的G2连续的插值曲线[期刊论文]-内蒙古大学学报(自然科学版)2004(4)32.苏步青.华宣积应用几何教程 19901.王远军.曹沅.Wang Yuanjun.Cao Yuan非均匀三次参数样条曲线的能量最优光顺算法[期刊论文]-计算机辅助设计与图形学学报2005,17(9)2.章虎冬.ZHANG Hu-dong平面参数三次样条曲线的优化光顺算法[期刊论文]-工程图学学报2009,30(2)3.章虎冬.蒋大为.ZHANG Hu-dong.JIANG Da-wei三次参数样条曲线的自动光顺算法[期刊论文]-西安邮电学院学报2006,11(3)4.张彩明高精度三次参数样条曲线的构造[期刊论文]-计算机学报2002,25(3)5.张镜污染环境下Leslie系统的生存分析与Volterra方程周期解及渐近稳定性[学位论文]20066.谈勇.王治森.闫晓婧基于累加弦长的三次参数样条曲线的插补控制[期刊论文]-合肥工业大学学报(自然科学版) 2004,27(6)7.崔利宏.秦克.张淼.车翔玖CAGD中双三次张量积非均匀B样条曲面G2光滑条件[期刊论文]-长春工程学院学报(自然科学版)2002,3(4)8.车明刚三维Minkowski空间中非类光曲线的双曲达布像和从切高斯曲面[学位论文]20069.李艳秋具简化Holling Ⅳ型功能反应函数的时滞培养器模型的大范围周期解[学位论文]200610.何军.张彩明.周元峰三次参数样条曲线的光顺[会议论文]-20071.郑坤,毛维辰,严哲,张红萍一种含断层的复杂层状地质体三维自动构模方法研究[期刊论文]-岩土力学 2013(02)2.党相懿,杨文广,蒋东翔基于样条曲线的压气机特性内插算法研究[期刊论文]-航空发动机 2015(01)引用本文格式:柏庆昆一般的三次参数样条曲线的几何连续性及其插值方法[学位论文]硕士 2006华中科技大学硕士学位论文“假”的生产及其逻辑——对“华南虎事件”的分析姓名:张斌申请学位级别:硕士专业:社会学指导教师:吴毅20080603摘要“华南虎事件”是2007年公众关注的焦点,本研究起始于这样一个疑问:“华南虎事件”中陕西省有关方面为何要造假?本研究以故事的形式将事件较为完整地呈现出来,通过对事件的参与者陕西省林业厅、地方政府、评审专家、周正龙、官僚系统、网络、傅德志、新闻媒体、国家林业局等在事件中的表现的描述,揭示了他们背后的结构性力量,并由此逐渐呈现出了整个事件的逻辑。

工程有限元分析英文课件:Lagrange polynomials (拉格朗日多项式)

工程有限元分析英文课件:Lagrange polynomials (拉格朗日多项式)

N2
L12 (
)L10 ()
1 2
(1
2 )(1)
Product of Lagrange polynomial
L10
( )
1 2
(1 ),
L12 ( ) (1 2 )
1
2
Or use the Inspective Construction
Method(划线法)
14
Formulation of Isoparametric Finite Element Matrices
(3.18)
(3.19)
15
Formulation of Isoparametric Finite Element Matrices
Shape Functions for Corner Nodes (角节点)
②Shape Functions for Corner Nodes
The construction of the shape function for a corner node is
Formulation of Isoparametric Finite Element Matrices
3.2.2 Lagrange polynomials (拉格朗日多项式)
The Lagrange interpolation polynomial in a single coordinate system (-1≤ ≤1) with (n 1) nodes is
It can be seen that Lni ( ) is an nth degree polynomial as it is
given by the product of n linear factors.

introduction to finite element methods

introduction to finite element methods

introduction to finite elementmethodsFinite element methods (FEM) are numerical techniques used to solve partial differential equations (PDEs) and other mathematical models in engineering and scientific applications. The basic idea behind FEM is to divide a domain into small elements, and then approximate the solution over each element using simple functions. These approximations are then combined to obtain a近似解 for the entire domain.One of the key advantages of FEM is its ability to handle complex geometries and boundary conditions. By dividing the domain into small elements, FEM can accurately represent curved boundaries and irregular shapes. Additionally, FEM can handle a wide variety of boundary conditions, including Dirichlet, Neumann, and Robin boundary conditions.Another advantage of FEM is its flexibility in choosing the type of basis functions used to approximate the solution over each element. Common basis functions include linear, quadratic, and cubic polynomials, as well as Lagrange and Hermite polynomials. The choice of basis functions depends on the nature of the problem and the desired accuracy of the solution.FEM also offers several advantages in terms of computational efficiency. By using matrix-based formulations, FEM can take advantage of modern numerical algorithms and computing hardware to solve large-scale problems efficiently. Additionally, FEM can be easily parallelized, allowing for the efficient use of multiple processors or computing nodes.In summary, finite element methods are powerful numerical techniques that can be used to solve a wide variety of engineering and scientific problems. Their ability to handle complex geometries and boundary conditions, as well as their flexibility in choosing basis functions and computational efficiency, make FEM an attractive choice for many applications.。

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CYCLES OF QUADRATIC POLYNOMIALS AND RATIONAL POINTS ON A GENUS 2 CURVE
arXiv:math/9508211v1 [math.NT] 4 Aug 1995
E. V. FLYNN, BJORN POONEN, AND EDWARD F. SCHAEFER Abstract. It has been conjectured that for N sufficiently large, there are no quadratic polynomials in Q[z ] with rational periodic points of period N . Morton proved there were none with N = 4, by showing that the genus 2 algebraic curve that classifies periodic points of period 4 is birational to X1 (16), whose rational points had been previously computed. We prove there are none with N = 5. Here the relevant curve has genus 14, but it has a genus 2 quotient, whose rational points we compute by performing a 2-descent on its Jacobian and applying a refinement of the method of Chabauty and Coleman. We hope that our computation will serve as a model for others who need to compute rational points on hyperelliptic curves. We also describe the three possible Gal(Q/Q)-stable 5-cycles, and show that there exist Gal(Q/Q)-stable N -cycles for infinitely many N . Furthermore, we answer a question of Morton by showing that the genus 14 curve and its quotient are not modular. Finally, we mention some partial results for N = 6.
Date : July 25, 1995. 1991 Mathematics Subject Classification. Primary 11G30; Secondary 11G10, 14H40, 58F20. Key words and phrases. arithmetic dynamics, periodic point, descent, ቤተ መጻሕፍቲ ባይዱyperelliptic curve, method of Chabauty and Coleman, uniform boundedness, modular curve. The second author is supported by an NSF Mathematical Sciences Postdoctoral Research Fellowship. Research at MSRI is supported in part by NSF grant DMS-9022140. The third author is supported by an NSA Young Investigators Grant and a Paul Locatelli Junior Faculty Fellowship.
1
{x, g (x), g (g (x)), . . . , g ◦(n−1) (x)}
2
E. V. FLYNN, BJORN POONEN, AND SCHAEFER
then, the theorem (in varying degrees of generality) has been rediscovered by many authors [30], [20], [2]. It is much more difficult to obtain uniform results for rational functions of a given degree. Morton and Silverman [28] have proposed the following conjecture. Conjecture 1. Let K/Q be a number field of degree D , and let φ : PN → PN be a morphism of degree d ≥ 2 defined over K . The number of K -rational preperiodic points of φ can be bounded in terms of D , N , and d only. To demonstrate the strength of this conjecture, let us remark that the case N = 1 and d = 4 would imply the recently proved strong uniform boundedness conjecture for torsion of elliptic curves [23], namely that for any D there exists C > 0 such that for any elliptic curve E over a number field K of degree D over Q, #E (K )tors < C . This is because torsion points of elliptic curves are exactly the preperiodic points of the multiplication-by-2 map, and their x-coordinates are preperiodic points for the degree 4 rational map that gives x(2P ) in terms of x(P ). A similar conjecture for polynomials over Fq (T ) and its finite extensions would imply the uniform boundedness conjecture for Drinfeld modules [32], which is still open. Even the simplest cases of the conjecture seem to be difficult. Walde and Russo [37] asked whether a quadratic polynomial in Q[z ] can have rational points of period greater than 3, and this is not known. Pairs consisting of a quadratic polynomial and a point of period N are classified by an algebraic curve, which we denote C1 (N ). For N = 1, 2, 3, this curve is birational over Q to P1 , so it is easy to find a quadratic g ∈ Q[z ] with a rational point of period 1, 2, or 3. Morton [26] proved that C1 (4) is birational over Q to the modular curve X1 (16), and used this to show that there are no quadratic polynomials in Q[z ] with rational points of period 4. Our main theorem is for the case N = 5: Theorem 1. There is no quadratic polynomial g (z ) ∈ Q[z ] with a rational point of exact period 5. The curve C1 (5) has genus 14, so we study it via a quotient curve C = C0 (5) of genus 2. In Section 9, we will use the description of endomorphism rings of quotients of the Jacobian J1 (N ) of X1 (N ) to show that there is no surjective morphism of curves over C from X1 (N ) to C0 (5) or C1 (5), for any N ≥ 1. Because of this, finding the set of rational points will be more challenging than it was for C1 (4). To find all the rational points on C , we first put C into hyperelliptic form, and then use a 2-descent to compute the rank of its Jacobian, which turns out to be 1. The 2-descent is more difficult than the examples of descents for hyperelliptic curves worked out in the literature ([9],[13],[36]) in that C has no Weierstrass points defined over Q or even a quadratic extension; in fact, the smallest field over which all the Weierstrass points are defined is the splitting field of a sextic with Galois group S6 , the worst possible case. But because the rank is less than the genus, it is possible afterwards to apply
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