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question:could still make inroads throughout the country by way of state and local initiatives. It's not necessarily all about bills and funding, said Maine's Sen. Angus King who serves on the Senate Budget Committee. Sometimes it's about the bully pulpit and raising the profile of an issue. King, an independent who caucuses with Democrats, pointed to the President's previous ambitious proposal for universal early childhood education in 2013. It hasn't produced results on Capitol Hill, but has spurred attempts to provide Pre-K education in King's state of Maine. And while Congress hasn't raised the federal minimum wage since Obama called for an increase during last year's State of the Union, dozens of states and municipalities have since passed laws to create a higher minimum wage on their own. Setting the national agenda is an important part of what the presidency is, King said. King said Obama is definitely in the target zone with his proposal, but said there would be a challenge to find the 60 billion, which he called a big number. While he supports Obama's idea, King said he wouldn't endorse the proposal outright until he reviews the plan's funding mechanism, which remains a massive question mark. And King was thrilled to learn that Obama committed in his speech to working with Alexander on a bill King cosponsored that would shrink the size of the federal student aid application form, which has more than a hundred questions -- something college affordability advocates have pushed for in recent years. Federal funding for state programs . Obama's proposal would give states a huge break -- with the federal government picking up three-quarters of the cost of waiving community college tuition for the first two years, and leaving states to fund the rest. States would have to do their part too. For those willing to do the work and for states and local communities who want to be a part of it, it could be a game changer, Obama said. Emphasizing that there are no free rides in America, free tuition would be contingent on students getting good grades, enrolling at part-time and following through on earning their degree. Deputy White House Press Secretary Eric Schultz told reporters on Air Force One recognized that the 60 billion plan was a significant investment. But it's one the president believes is worthwhile because we need to make sure that America's young people are getting the skills they need to succeed in the 21st century economy, Schultz said. The proposal and potential effects . Obama modeled the proposal on a Tennessee program started under Republican Gov. Bill Haslam a year ago. Why not just build on something that works? Obama said at Pellissippi State Community College on Friday. Haslam launched the Tennessee Promise, a program that covers the cost of tuition and fees of a certificate or degree at any of the state's community colleges after students already kick in whatever financial aid they can get. But higher education experts stress that the Tennessee program doesn't make a community college education free since students incur many other costs to attend college -- from living expenses to lost wages. Lauren Asher, President of The Institute for College Access & Success, said Obama's plan is different (and, she said, better) since it would waive tuition costs and let students use federal aid, like Pell Grants for the neediest students, go toward expenses other than tuition. And Obama's focus on community colleges was also a welcome message, just one of the many steps the administration has taken to address college access and affordability, Asher said. The President is rightly calling attention to the importance and value of community colleges and of education and training after high school, Asher said. What the President is proposing has the potential to help low-income students. Nicholas Wyman, CEO of the Institute for Workplace Skills and Innovation, a consulting firm, called Obama's focus on community colleges and skills-driven, vocational training a much-needed step to boost the U.S. economy. The number of job openings could halve the unemployment rate, but a massive gap between the skills of prospective employees and those in demand is holding the economy back. And by elevating community colleges, Obama is helping to destigmatize what many view as bottom-rung institutions. Companies want to employ people with strong academics, but they also want to employ people with strong workplace skills. A lot of the community colleges offer that and unfortunately a lot of the four year colleges don't, Wyman said. This is an opportunity to move the community college system into the 21st century. Obama also hit on a note that is a focus of Wyman's consulting firm, addressing the need to connect community colleges and employers who could benefit from the neatly-tailored skills of a community college graduate. And even if Obama's proposal flops in Washington, Wyman, who has travelled around the country, asserted that states are hungry for reforms. There's a lot of states who would look at this and often as you know states don't like being told what to do, Wyman said, and maybe they'll now take the initiative themselves.
answer:President Obama has proposed a 60 billion initiative to make community college free for the first two years, aiming to boost college access and workforce skills. The federal government would cover 75% of the cost, with states funding the remainder. Students would need to maintain good grades and be on track to complete their degrees. While the plan faces funding challenges, it builds on successful state programs like Tennessee’s Tennessee Promise. Maine's Sen. Angus King, who supports the idea, emphasized the importance of setting a national agenda and noted that similar proposals have spurred local action even without federal funding. Higher education experts and industry leaders welcome the focus on community colleges, which can provide essential skills and training for the modern economy. Despite potential hurdles in Congress, the proposal could inspire states to implement their own initiatives, addressing the skills gap and improving college affordability.
question:Prove that any positive integer can be expressed as a sum of distinct powers of 2.
answer:This result is a fundamental property of binary representation, a cornerstone of computer science. To prove it, let's start by considering an arbitrary positive integer n. We aim to show that n can be expressed as a sum of distinct powers of 2. Begin by finding the largest power of 2 that is less than or equal to n, say 2^k. Such a k exists, since 2^0 = 1 is less than any positive integer. Now, we can write n as n = 2^k + m, where m is a non-negative integer. Since 2^k is the largest power of 2 less than or equal to n, m must be strictly less than 2^k. Now, apply the same reasoning to m: find the largest power of 2 less than or equal to m, say 2^j, and write m = 2^j + l. Continuing this process, we obtain a sequence of non-negative integers l, each smaller than the previous one, until we eventually reach 0. The key insight here is that each power of 2 used in the decomposition is distinct, since each subsequent remainder is strictly smaller than the previous power of 2. This ensures that no power of 2 is repeated in the sum. Formally, this process yields a representation of n as a sum of distinct powers of 2: n = 2^k + 2^j + ... + 2^0, where the exponents k, j, ..., 0 form a strictly decreasing sequence. This decomposition is, in fact, the binary representation of n, which is unique. This proof not only demonstrates the result but also provides an algorithm for finding the binary representation of a given positive integer. The uniqueness of the binary representation follows from the deterministic nature of the process: at each step, the largest power of 2 less than or equal to the remaining value is uniquely determined.
question:How is this result related to the infinite geometric series 1 + x + x^2 + ... .
answer:The connection between the result and the infinite geometric series lies in the fact that the binary representation of a positive integer can be viewed as a finite sum of terms from the infinite geometric series 1 + x + x^2 + ..., where x = 1/2. To see this, recall the formula for the sum of an infinite geometric series: 1 + x + x^2 + ... = 1/(1 - x), valid for |x| < 1. When x = 1/2, the series becomes 1 + 1/2 + 1/4 + ..., and its sum is 1/(1 - 1/2) = 2. Now, consider a positive integer n with binary representation n = 2^k + 2^j + ... + 2^0. Dividing both sides by 2^k, we obtain n/2^k = 1 + 1/2^(k-j) + ... + 1/2^k. This expression can be viewed as a finite sum of terms from the infinite geometric series 1 + x + x^2 + ..., where x = 1/2. In other words, the binary representation of n corresponds to selecting a subset of terms from the infinite geometric series, where each term is either included (if the corresponding power of 2 is present in the binary representation) or excluded (if it's not). The sum of these selected terms yields the original number n. This connection highlights the intimate relationship between binary arithmetic and the geometric series 1 + x + x^2 + ..., demonstrating how the latter provides a mathematical framework for understanding the former. Furthermore, this perspective can be generalized to other bases, such as ternary or hexadecimal, by considering different values of x in the geometric series.
question:How does concept of expressing positive integers as a sum of distinct powers of 2 relate to the combinatorial concept of combinations?
answer:The concept of expressing positive integers as a sum of distinct powers of 2 is closely related to the combinatorial concept of combinations, particularly through the notion of binary strings. Consider a binary string of length k, consisting of 0s and 1s. Each position in the string corresponds to a power of 2, from 2^0 to 2^(k-1). A 1 in the string indicates that the corresponding power of 2 is included in the sum, while a 0 indicates that it's not. Now, observe that the number of binary strings of length k with exactly r 1s is given by the binomial coefficient C(k, r), which represents the number of ways to choose r elements from a set of k distinct elements. This is because each binary string corresponds to a unique selection of r powers of 2 from the set {2^0, 2^1, ..., 2^(k-1)}. In other words, the binary representation of a positive integer n can be viewed as a selection of distinct powers of 2, which in turn can be represented as a binary string with 1s in the positions corresponding to the selected powers. The number of such selections, or binary strings, is precisely the number of combinations of k items taken r at a time, where k is the number of powers of 2 considered and r is the number of 1s in the binary string. To illustrate this connection, consider the number 11, which has binary representation 1011. This corresponds to selecting the powers 2^3, 2^1, and 2^0 from the set {2^0, 2^1, 2^2, 2^3}. There are C(4, 3) = 4 ways to select 3 powers of 2 from this set, and each selection corresponds to a unique binary string of length 4 with exactly 3 1s. This relationship highlights the combinatorial nature of binary arithmetic and demonstrates how the concept of expressing positive integers as a sum of distinct powers of 2 is intimately connected to the concept of combinations.