Naive Bayes classifier is a simple supervised machine learning approach that can be used for classification tasks. In this presentation, you can learn about this approach and why it is called "Naive" which is one of the common interview questions.
Addition and subtraction of polynomialsjesus abalos
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The document provides information about adding and subtracting algebraic expressions:
- Like terms are algebraic expressions with the same variables and exponents.
- Unlike terms cannot be combined.
- To add algebraic expressions, combine like terms by adding the coefficients.
- To subtract expressions, change the sign of the second expression and then add as if adding.
The document provides objectives and examples for adding and subtracting polynomials. The objectives are to: 1) Add polynomials 2) Subtract polynomials 3) Solve problems involving adding and subtracting polynomials. Examples are provided to demonstrate representing quantities with tiles, adding polynomials by grouping like terms, and subtracting polynomials using the keep, change, change process.
You will learn how to derive patterns in series, also expressing it into summation notation.
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This document discusses algebraic expressions and how to work with them. It covers writing expressions from word problems, identifying unknowns, determining the number of terms, simplifying by collecting like terms, and evaluating expressions by substituting values. Examples are provided for each concept to demonstrate the process. Key steps include identifying like terms, combining them, and substituting values for variables into expressions to calculate numerical results.
The document provides step-by-step instructions for solving various types of equations with one or more variables. It includes examples of solving basic equations by isolating the variable, equations with grouping symbols, fractional equations, and special cases where there are no solutions or infinite solutions. The document is intended to help students learn to solve different kinds of equations involving variables on both sides.
This document discusses classifying and manipulating polynomials. It defines a monomial as an expression with a single term, and notes that the degree of a polynomial is the largest degree of its monomial terms. Examples are given of adding and subtracting polynomials by combining like terms. Multiplying polynomials is demonstrated through distributing and combining like terms.
The document discusses harmonic sequences. A harmonic sequence is a sequence whose reciprocals form an arithmetic sequence. It provides examples of determining terms of harmonic sequences. It explains that the terms between any two terms of a harmonic sequence are called harmonic means. An example is worked out of inserting two harmonic means between two given terms of a harmonic sequence.
The document discusses higher order differential equations. It defines a higher order differential equation as an equation containing dependent and independent variables and two or more derivatives of the dependent variable with respect to one or more independent variables. It provides hints on solving techniques based on whether the roots are real and equal, real and unequal, or complex conjugates. It then works through an example problem of solving the second order differential equation d2y/dx2 - 3dy/dx + 2y = 0, finding the general solution to be y = 4ex - 2e2x.
To add and subtract polynomials:
1) Add like terms by combining coefficients of identical terms
2) Sort polynomials in descending order by exponent before adding or subtracting
3) To subtract polynomials, change the sign of the second polynomial and add it to the first
1) The objective is for students to evaluate algebraic expressions.
2) Examples are provided of substituting values into expressions and evaluating them.
3) Students are given practice problems evaluating expressions where values are given for variables.
The document discusses the distributive property and how it is used to simplify algebraic expressions. It provides examples of distributing terms over addition and subtraction. It defines terms, coefficients, and like terms. It then gives examples of simplifying expressions by combining like terms.
- This document provides instructions for solving basic 2-step equations by getting the variable term alone on one side of the equation using inverse operations, then solving. It also covers combining like terms by adding coefficients of the same variables or constants. The distributive property and solving multi-step equations by distributing, combining like terms, and then solving is also explained. Examples of each type of equation are worked out.
Students will practice adding integers by combining like terms. Examples are provided of combining terms with variables such as adding 3x + 2 - x + 3, which combines to 2x + 3. More examples are given of combining terms with multiple variables such as x + 2y + 3x + y and 5r + 7w - 3r - 5w. The lesson reviews the concepts of terms and coefficients before practicing combining like terms with various variables.
You will learn how to evaluate algebraic expressions by substitution.
For more instructional resources, CLICK me here! ???
https://tinyurl.com/y9muob6q
LIKE and FOLLOW me here! ???
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
The document discusses the distributive property and how it is used to simplify algebraic expressions. It provides examples of distributing terms over addition and subtraction, such as 5(x + 7) = 5x + 35. It also discusses like terms and how they can be combined when simplifying expressions.
This document provides examples of factorizing algebraic expressions by finding the highest common factor (HCF) of the terms. It shows expressions being factorized, such as 2a+6 being written as 2(a+3), and 8m+12 being written as 4(2m+3). The document explains that algebraic expressions can sometimes be written as the HCF multiplied by grouped terms in parentheses. It provides steps for finding the factors of each term and the HCF to factorize expressions like 9jk+4k as k(9j+4).
This document discusses classifying and simplifying polynomials. It begins by defining monomials, polynomials, and how polynomials can be classified as monomials, binomials, or trinomials based on the number of terms. It explains that like terms are terms with the same variables raised to the same powers. A polynomial is in simplest form when it contains no like terms. The document provides examples of simplifying polynomials by combining like terms. It also discusses determining the degree of a monomial or polynomial, which is the sum of the exponents of all variables in the monomial or the degree of the term with the greatest degree in the polynomial. Examples are given of simplifying polynomials and determining their degrees.
The document provides examples of factoring quadratic trinomials. It gives the steps to factor expressions such as 2x^2 - x - 6, 10x^2 + 3x - 1, and 3x^2 - x - 2. The steps involve multiplying the coefficient of x^2 by the constant term, finding the factors of the resulting number that sum to the coefficient of x, and then grouping the expression and factoring using the common factor.
The document is a powerpoint presentation on solving multi-step algebraic equations. It contains examples of solving equations with multiplication and addition/subtraction. The examples include solving equations with multiplication and subtraction, multiplication and addition, division and addition, and the distributive property. It concludes by assigning a review sheet and test for the next day.
The presentation has first a drill on signed numbers. Then, it provides a definition examples and activities for the topics, " Finding the nth term of an Arithmetic Sequence, Arithmetic Mean and Arithmetic Series.".
Pedagogy of Mathematics (Part II) - Algebra, Algebra, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, Factorization using synthetic division
The students will learn to use the distributive property to simplify expressions by distributing terms being multiplied to terms inside parentheses. The distributive property distributes the number outside the parentheses to each term inside. Examples are provided to demonstrate distributing terms and combining like terms to simplify expressions.
The document discusses parallel and perpendicular lines. It explains that parallel lines have the same slope, while perpendicular lines have slopes that are negative reciprocals of each other. The document provides examples of writing equations for lines that are parallel or perpendicular to given lines and pass through specific points. It also gives examples of determining whether two lines are parallel or perpendicular based on their slopes.
This document provides instructions for solving absolute value equations. It explains that absolute value equations have two possible answers and provides examples of setting up the equations as two separate problems, one with a positive solution and one with a negative solution. It stresses the importance of checking the potential solutions in the original equation to determine if they are valid.
This document introduces the rank correlation coefficient and how it is derived. Rank correlation measures the relationship between the ranks of individuals based on two characteristics. Spearman introduced rank correlation. The derivation shows how to calculate Spearman's rank correlation coefficient (ρ) using the deviations between ranks (di) and sample size (n). The coefficient ranges from -1 to 1, where 1 is total positive correlation, 0 is no correlation, and -1 is total negative correlation.
1) The document discusses rules for dividing polynomials, including: dividing monomials by monomials using exponent rules; dividing polynomials by monomials by dividing each term; and dividing polynomials by polynomials using long division.
2) It provides examples of dividing polynomials in different forms such as monomial by monomial, polynomial by monomial, and polynomial by polynomial.
3) The goal is for students to learn how to divide polynomials in various scenarios and solve related problems.
The document provides a lesson plan for teaching algebraic expressions and identities to 8th grade students. It outlines objectives to help students understand identities in algebraic expressions, the relationship between algebra, geometry and arithmetic, and how to apply identities to solve problems. Example activities are presented to show representing algebraic expressions geometrically and applying identities to evaluate expressions and arithmetic problems. Key identities introduced are (a + b)2, (a - b)2, and (a + b)(a - b). Students are given practice problems to solve using the identities.
To add and subtract polynomials:
1) Add like terms by combining coefficients of identical terms
2) Sort polynomials in descending order by exponent before adding or subtracting
3) To subtract polynomials, change the sign of the second polynomial and add it to the first
1) The objective is for students to evaluate algebraic expressions.
2) Examples are provided of substituting values into expressions and evaluating them.
3) Students are given practice problems evaluating expressions where values are given for variables.
The document discusses the distributive property and how it is used to simplify algebraic expressions. It provides examples of distributing terms over addition and subtraction. It defines terms, coefficients, and like terms. It then gives examples of simplifying expressions by combining like terms.
- This document provides instructions for solving basic 2-step equations by getting the variable term alone on one side of the equation using inverse operations, then solving. It also covers combining like terms by adding coefficients of the same variables or constants. The distributive property and solving multi-step equations by distributing, combining like terms, and then solving is also explained. Examples of each type of equation are worked out.
Students will practice adding integers by combining like terms. Examples are provided of combining terms with variables such as adding 3x + 2 - x + 3, which combines to 2x + 3. More examples are given of combining terms with multiple variables such as x + 2y + 3x + y and 5r + 7w - 3r - 5w. The lesson reviews the concepts of terms and coefficients before practicing combining like terms with various variables.
You will learn how to evaluate algebraic expressions by substitution.
For more instructional resources, CLICK me here! ???
https://tinyurl.com/y9muob6q
LIKE and FOLLOW me here! ???
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
The document discusses the distributive property and how it is used to simplify algebraic expressions. It provides examples of distributing terms over addition and subtraction, such as 5(x + 7) = 5x + 35. It also discusses like terms and how they can be combined when simplifying expressions.
This document provides examples of factorizing algebraic expressions by finding the highest common factor (HCF) of the terms. It shows expressions being factorized, such as 2a+6 being written as 2(a+3), and 8m+12 being written as 4(2m+3). The document explains that algebraic expressions can sometimes be written as the HCF multiplied by grouped terms in parentheses. It provides steps for finding the factors of each term and the HCF to factorize expressions like 9jk+4k as k(9j+4).
This document discusses classifying and simplifying polynomials. It begins by defining monomials, polynomials, and how polynomials can be classified as monomials, binomials, or trinomials based on the number of terms. It explains that like terms are terms with the same variables raised to the same powers. A polynomial is in simplest form when it contains no like terms. The document provides examples of simplifying polynomials by combining like terms. It also discusses determining the degree of a monomial or polynomial, which is the sum of the exponents of all variables in the monomial or the degree of the term with the greatest degree in the polynomial. Examples are given of simplifying polynomials and determining their degrees.
The document provides examples of factoring quadratic trinomials. It gives the steps to factor expressions such as 2x^2 - x - 6, 10x^2 + 3x - 1, and 3x^2 - x - 2. The steps involve multiplying the coefficient of x^2 by the constant term, finding the factors of the resulting number that sum to the coefficient of x, and then grouping the expression and factoring using the common factor.
The document is a powerpoint presentation on solving multi-step algebraic equations. It contains examples of solving equations with multiplication and addition/subtraction. The examples include solving equations with multiplication and subtraction, multiplication and addition, division and addition, and the distributive property. It concludes by assigning a review sheet and test for the next day.
The presentation has first a drill on signed numbers. Then, it provides a definition examples and activities for the topics, " Finding the nth term of an Arithmetic Sequence, Arithmetic Mean and Arithmetic Series.".
Pedagogy of Mathematics (Part II) - Algebra, Algebra, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, Factorization using synthetic division
The students will learn to use the distributive property to simplify expressions by distributing terms being multiplied to terms inside parentheses. The distributive property distributes the number outside the parentheses to each term inside. Examples are provided to demonstrate distributing terms and combining like terms to simplify expressions.
The document discusses parallel and perpendicular lines. It explains that parallel lines have the same slope, while perpendicular lines have slopes that are negative reciprocals of each other. The document provides examples of writing equations for lines that are parallel or perpendicular to given lines and pass through specific points. It also gives examples of determining whether two lines are parallel or perpendicular based on their slopes.
This document provides instructions for solving absolute value equations. It explains that absolute value equations have two possible answers and provides examples of setting up the equations as two separate problems, one with a positive solution and one with a negative solution. It stresses the importance of checking the potential solutions in the original equation to determine if they are valid.
This document introduces the rank correlation coefficient and how it is derived. Rank correlation measures the relationship between the ranks of individuals based on two characteristics. Spearman introduced rank correlation. The derivation shows how to calculate Spearman's rank correlation coefficient (ρ) using the deviations between ranks (di) and sample size (n). The coefficient ranges from -1 to 1, where 1 is total positive correlation, 0 is no correlation, and -1 is total negative correlation.
1) The document discusses rules for dividing polynomials, including: dividing monomials by monomials using exponent rules; dividing polynomials by monomials by dividing each term; and dividing polynomials by polynomials using long division.
2) It provides examples of dividing polynomials in different forms such as monomial by monomial, polynomial by monomial, and polynomial by polynomial.
3) The goal is for students to learn how to divide polynomials in various scenarios and solve related problems.
The document provides a lesson plan for teaching algebraic expressions and identities to 8th grade students. It outlines objectives to help students understand identities in algebraic expressions, the relationship between algebra, geometry and arithmetic, and how to apply identities to solve problems. Example activities are presented to show representing algebraic expressions geometrically and applying identities to evaluate expressions and arithmetic problems. Key identities introduced are (a + b)2, (a - b)2, and (a + b)(a - b). Students are given practice problems to solve using the identities.
Boosting MySQL with Vector Search Scale22X 2025.pdfAlkin Tezuysal
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As the demand for vector databases and Generative AI continues to rise, integrating vector storage and search capabilities into traditional databases has become increasingly important. This session introduces the *MyVector Plugin*, a project that brings native vector storage and similarity search to MySQL. Unlike PostgreSQL, which offers interfaces for adding new data types and index methods, MySQL lacks such extensibility. However, by utilizing MySQL's server component plugin and UDF, the *MyVector Plugin* successfully adds a fully functional vector search feature within the existing MySQL + InnoDB infrastructure, eliminating the need for a separate vector database. The session explains the technical aspects of integrating vector support into MySQL, the challenges posed by its architecture, and real-world use cases that showcase the advantages of combining vector search with MySQL's robust features. Attendees will leave with practical insights on how to add vector search capabilities to their MySQL
A Relative Information Gain-based Query Performance Prediction Framework with...suchanadatta3
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To improve the QPP estimate for neural models, we propose to use additional information from a set of queries that express a similar information need to the current one (these queries are called variants). The key idea of our proposed method, named Weighted Relative Information Gain (WRIG), is to estimate the performance of these variants, and then to improve the QPP estimate of the original query based on the relative differences with the variants. The hypothesis is that if a query’s estimate is significantly higher than the average QPP score of its variants, then the original query itself is assumed (with a higher confidence) to be one for which a retrieval model works well.
Data Science Lectures Data Science Lectures Data Science Lectures Data Science Lectures Data Science Lectures Data Science Lectures Data Science Lectures Data Science Lectures Data Science Lectures Data Science Lectures Data Science Lectures Data Science Lectures
Deep-QPP: A Pairwise Interaction-based Deep Learning Model for Supervised Que...suchanadatta3
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Motivated by the recent success of end-to-end deep neural models
for ranking tasks, we present here a supervised end-to-end neural
approach for query performance prediction (QPP). In contrast to
unsupervised approaches that rely on various statistics of document
score distributions, our approach is entirely data-driven. Further,
in contrast to weakly supervised approaches, our method also does
not rely on the outputs from different QPP estimators. In particular, our model leverages information from the semantic interactions between the terms of a query and those in the top-documents retrieved with it. The architecture of the model comprises multiple layers of 2D convolution filters followed by a feed-forward layer of parameters. Experiments on standard test collections demonstrate
that our proposed supervised approach outperforms other state-of-the-art supervised and unsupervised approaches.
AI + Disability. Coded Futures: Better opportunities or biased outcomes?Christine Hemphill
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A summary report into attitudes to and implications of AI as it relates to disability. Will AI enabled solutions create greater opportunities or amplify biases in society and datasets? Informed by primary mixed methods research conducted in the UK and globally by Open Inclusion on behalf of the Institute of People Centred AI, Uni of Surrey and Royal Holloway University. Initially presented at Google London in Jan 2025.
If you prefer an audio visual format you can access the full video recorded at Google ADC London where we presented this research in January 2025. It has captioned content and audio described visuals and is available at https://www.youtube.com/watch?v=p_1cv042U_U. There is also a short Fireside Chat about the research held at Zero Project Conference March 2025 available at https://www.youtube.com/live/oFCgIg78-mI?si=EoIaEgDw2U7DFXsN&t=11879.
If 狠狠撸 Share's format is not accessible to you in any way, please contact us at contact@openinclusion.com and we can provide you with the underlying document.
HIRE MUYERN TRUST HACKER FOR AUTHENTIC CYBER SERVICESanastasiapenova16
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It’s hard to imagine the frustration and helplessness a 65-year-old man with limited computer skills must feel when facing the aftermath of a crypto scam. Recovering a hacked trading wallet can feel like an absolute nightmare, especially when every step seems to lead you into an endless loop of failed solutions. That’s exactly what I went through over the past four weeks. After my trading wallet was compromised, the hacker changed my email address, password, and even removed my phone number from the account. For someone with little technical expertise, this was not just overwhelming, it was a disaster. Every suggested solution I came across in online help centers was either too complex or simply ineffective. I tried countless links, tutorials, and forums, only to find myself stuck, not even close to reclaiming my stolen crypto. In a last-ditch effort, I turned to Google and stumbled upon a review about MUYERN TRUST HACKER. At first, I was skeptical, like anyone would be in my position. But the glowing reviews, especially from people with similar experiences, gave me a glimmer of hope. Despite my doubts, I decided to reach out to them for assistance.The team at MUYERN TRUST HACKER immediately put me at ease. They were professional, understanding, and reassuring. Unlike other services that felt impersonal or automated, they took the time to walk me through every step of the recovery process. The fact that they were willing to schedule a 25-minute session to help me properly secure my account after recovery was invaluable. Today, I’m grateful to say that my stolen crypto has been fully recovered, and my account is secure again. This experience has taught me that sometimes, even when you feel like all hope is lost, there’s always a way to fight back. If you’re going through something similar, don’t give up. Reach out to MUYERN TRUST HACKER. Even if you’ve already tried everything, their expertise and persistence might just be the solution you need.I wholeheartedly recommend MUYERN TRUST HACKER to anyone facing the same situation. Whether you’re a novice or experienced in technology, they’re the right team to trust when it comes to recovering stolen crypto or securing your accounts. Don’t hesitate to contact them, it's worth it. Reach out to them on telegram at muyerntrusthackertech or web: ht tps :// muyerntrusthacker . o r g for faster response.
Relationship between Happiness & LifeQuality .pdfwrachelsong
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There a lot of studies showing the correlation between GDP by country and average life satisfcation. Usually, most countries with higher GDP tend to have higher average life satisfaction scores. Inspired by this findings, I began to wonder.. 'What other aspects of life significantly contribute to happiness?' Specifically, we wanted to explore which quality of life indicators have a significant relationship with the happiness scores of different regions.
Research Question : Which quality of life indicators have a significant relationship with the happiness score among different regions?
To address this question, we decided to investigate various factors that might influence happiness, including economic stability, health, social support, and more.
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2. What we know when training a model
2
p(X1=x1|Class=1)
Class=1
Class=2
p(X2=x2|Class=1)
p(Xm=xm|Class=1)
3. What do we care about?
3
p(Class=1|X1=x1,X2=x2,…,Xm=xm)=?
Class=1
Class=2
?
4. Bayes rule is useful to figure out the relationship
4
p(A|B)p(B)=p(B|A)p(A)
5. Bayes rule is useful to figure out the relationship
5
p(Class=1|X1=x1,X2=x2,…,Xm=xm)*
p(X1=x1,X2=x2,…,Xm=xm)=
p(X1=x1,X2=x2,…,Xm=xm|Class=1)*p(Class=1)
p(A|B)p(B)=p(B|A)p(A)
6. The relationship looks complicated
6
WWW*p(X1=x1,X2=x2,…,Xm=xm)=
p(X1=x1,X2=x2,…,Xm=xm|Class=1)p(Class=1)
WWW: What We Want
p(Class=1):easy to calculate
7. Naive assumption
7
Naive: Independent contributions of features in classification
p(X1=x1,X2=x2,…,Xm=xm)=p(X1=x1)p(X2=x2)...p(Xm=xm)
p(X1=x1,X2=x2,…,Xm=xm|Class=1)=
p(X1=x1|Class=1)p(X2=x2|Class=1)...p(Xm=xm|Class=1)