Using implicit differentiation we can treat relations which are not quite functions like they were functions. In particular, we can find the slopes of lines tangent to curves which are not graphs of functions.
Part of Lecture series on EE646, Fuzzy Theory & Applications delivered by me during First Semester of M.Tech. Instrumentation & Control, 2012
Z H College of Engg. & Technology, Aligarh Muslim University, Aligarh
Reference Books:
1. T. J. Ross, "Fuzzy Logic with Engineering Applications", 2/e, John Wiley & Sons,England, 2004.
2. Lee, K. H., "First Course on Fuzzy Theory & Applications", Springer-Verlag,Berlin, Heidelberg, 2005.
3. D. Driankov, H. Hellendoorn, M. Reinfrank, "An Introduction to Fuzzy Control", Narosa, 2012.
Please comment and feel free to ask anything related. Thanks!
Using implicit differentiation we can treat relations which are not quite functions like they were functions. In particular, we can find the slopes of lines tangent to curves which are not graphs of functions.
Part of Lecture series on EE646, Fuzzy Theory & Applications delivered by me during First Semester of M.Tech. Instrumentation & Control, 2012
Z H College of Engg. & Technology, Aligarh Muslim University, Aligarh
Reference Books:
1. T. J. Ross, "Fuzzy Logic with Engineering Applications", 2/e, John Wiley & Sons,England, 2004.
2. Lee, K. H., "First Course on Fuzzy Theory & Applications", Springer-Verlag,Berlin, Heidelberg, 2005.
3. D. Driankov, H. Hellendoorn, M. Reinfrank, "An Introduction to Fuzzy Control", Narosa, 2012.
Please comment and feel free to ask anything related. Thanks!
In this presentation we can get to know the meaning of basic discrete distribution for bivariate. There are also discussions regarding the topic along with marginal tables. Also there are certain illustrative example for the ease of understanding. Overall it is a great presentation for the junior engineers aiming in their course.
Module 1 (Part 1)-Sets and Number Systems.pdfGaleJean
1. Fossil records of whale evolution: Search for "whale evolution fossils" or "transitional fossils of whales."2. Comparative anatomy of homologous structures: Look for images of "homologous structures in different species" or specific examples like "homologous forelimbs in vertebrates."3. Molecular biology and genetic similarities: Search for "DNA sequences in different species," "genetic similarities between primates," or "genetic code comparison."4. Biogeography and species distribution: Look for images of "marsupials in Australia and placental mammals," or "species distribution maps showing evolution and migration."5. Artificial selection examples: Search for images of "domesticated plants vs. wild ancestors" or "different dog breeds through selective breeding."By using these keywords, you should be able to find suitable images that can visually enhance your presentation and help your classmates better grasp the concepts of descent with modification and evolutionary processes.
MA500-2: Topological Structures 2016
Aisling McCluskey, Daron Anderson
[email protected], [email protected]
Contents
0 Preliminaries 2
1 Topological Groups 8
2 Morphisms and Isomorphisms 15
3 The Second Isomorphism Theorem 27
4 Topological Vector Spaces 42
5 The Cayley-Hamilton Theorem 43
6 The Arzelà-Ascoli theorem 44
7 Tychonoff ’s Theorem if Time Permits 45
Continuous assessment 30%; final examination 70%. There will be a weekly
workshop led by Daron during which there will be an opportunity to boost
continuous assessment marks based upon workshop participation as outlined in
class.
This module is self-contained; the notes provided shall form the module text.
Due to the broad range of topics introduced, there is no recommended text.
However General Topology by R. Engelking is a graduate-level text which has
relevant sections within it. Also Undergraduate Topology: a working textbook by
McCluskey and McMaster is a useful revision text. As usual, in-class discussion
will supplement the formal notes.
1
0 PRELIMINARIES
0 Preliminaries
Reminder 0.1. A topology τ on the set X is a family of subsets of X, called
the τ-open sets, satisfying the three axioms.
(1) Both sets X and ∅ are τ-open
(2) The union of any subfamily is again a τ-open set
(3) The intersection of any two τ-open sets is again a τ-open set
We refer to (X,τ) as a topological space. Where there is no danger of ambi-
guity, we suppress reference to the symbol denoting the topology (in this case,
τ) and simply refer to X as a topological space and to the elements of τ as its
open sets. By a closed set we mean one whose complement is open.
Reminder 0.2. A metric on the set X is a function d: X×X → R satisfying
the five axioms.
(1) d(x,y) ≥ 0 for all x,y ∈ X
(2) d(x,y) = d(y,x) for x,y ∈ X
(3) d(x,x) = 0 for every x ∈ X
(4) d(x,y) = 0 implies x = y
(5) d(x,z) ≤ d(x,y) + d(y,z) for all x,y,z ∈ X
Axiom (5) is often called the triangle inequality.
Definition 0.3. If d′ : X × X → R satisfies axioms (1), (2), (3) and (5) but
maybe not (4) then we call it a pseudo-metric.
Reminder 0.4. Every metric on X induces a topology on X, called the metric
topology. We define an open ball to be a set of the form
B(x,r) = {y ∈ X : d(x,y) < r}
for any x ∈ X and r > 0. Then a subset G of X is defined to be open (wrt the
metric topology) if for each x ∈ G, there is r > 0 such that B(x,r) ⊂ G. Thus
open sets are arbitrary unions of open balls.
Topological Structures 2016 2 Version 0.15
0 PRELIMINARIES
The definition of the metric topology makes just as much sense when we are
working with a pseudo-metric. Open balls are defined in the same manner, and
the open sets are exactly the unions of open balls. Pseudo-metric topologies are
often neglected because they do not have the nice property of being Hausdorff.
Reminder 0.5. Suppose f : X → Y is a function between the topological
spaces X and Y . We say f is continuous to mean that whenever U is open in
Y ...
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. Introduction to set theory and to methodology and philosophy of
mathematics and computer programming
Families ordered by inclusion
An overview
by Jan Plaza
c 2017 Jan Plaza
Use under the Creative Commons Attribution 4.0 International License
Version of March 10, 2017
2. A Hasse diagram of P({1, 2, 3}) = {∅, {1}, {2}, {3}, {1, 2}, {1, 3}, {2, 3}, {1, 2, 3}}
{1, 2, 3}
Z
Z
Z
Z
{1, 2} {1, 3} {2, 3}
Z
Z
Z
Z
Z
Z
Z
Z
{1} {2} {3}
Z
Z
Z
Z
∅
A Hasse diagram of a finite family of sets. Nodes - the members of the family.
Edges correspond to the ⊂ relation, with the smaller set below the bigger set,
provided that there is no set between the two.
3. Definition
Let X be a family of sets.
x is smallest/least in X (with respect to ⊆) if x ∈ X and ∀y∈X x ⊆ y
– x ∈ X, and every set in X is “greater than or equal to” x.
x is greatest/largest/biggest in X (w.r.t. ⊆) if x ∈ X and ∀y∈X y ⊆ x
– x ∈ X, and every set in X is “smaller than or equal to” x.
x is minimal in X (with respect to ⊆) if x ∈ X and ∀y∈X y ⊂ x
– x ∈ X, and no set in X is strictly “smaller” than x.
x is maximal in X (with respect to ⊆) if x ∈ X and ∀y∈X x ⊂ y
– x ∈ X, and no set in X is strictly “greater” than x.
4. Example
P({1, 2, 3}) − {∅}.
{1, 2, 3}
Z
Z
Z
Z
{1, 2} {1, 3} {2, 3}
Z
Z
Z
Z
Z
Z
Z
Z
{1} {2} {3}
No smallest set;
Exactly three minimal sets: {1}, {2}, {3};
Exactly one greatest set: {1, 2, 3};
Exactly one maximal set: {1, 2, 3}.
5. Example
Family {{1}, {2}, {3}}.
The Hasse diagram of this family has three nodes and no edges:
{1} {2} {3}
No smallest set;
Exactly three minimal sets: {1}, {2}, {3};
No greatest set;
Exactly three maximal sets: {1}, {2}, {3}.
6. Example
The family of all the non-empty sets of natural numbers.
No smallest set;
The minimal sets are {0}, {1}, {2}, ...;
Exactly one greatest set: N;
Exactly one maximal set: N.
7. Exercise
Produce examples of families of sets with properties as in this chart.
0/2 stands for: exactly 0 smallest sets and exactly 2 minimal sets, etc.
Family size Number of smallest sets and minimal sets
0 0/0
1 1/1
2 1/1 or 0/2
3 1/1 or 0/2 or 0/3
...
...
n 1/1 or 0/2 or 0/3 or ... or 0/n
...
...
infinity 0/0 or 0/1 or 1/1 or 0/2 or 0/3 or ... or 0/infinity
8. Definition
Sets x and y are comparable (with respect to ⊆) if x ⊆ y or y ⊆ x.
Sets x and y are incomparable (with respect to ⊆) if they are not comparable.
Example
Sets {1, 2} and {1, 2} are comparable.
Sets {1} and {2} are incomparable.
Sets {1, 2} and {1, 3} are incomparable.
Exercise
Give an example of four sets s.t. every two different sets are incomparable.
9. Two minimal sets
Proposition
1. ...
2. If in a family there are two or more different minimal sets,
then there is no smallest set.
Family size Number of smallest sets and minimal sets
0 0/0
1 1/1
2 1/1 or 0/2
3 1/1 or 0/2 or 0/3
...
...
n 1/1 or 0/2 or 0/3 or ... or 0/n
...
...
infinity 0/0 or 0/1 or 1/1 or 0/2 or 0/3 or ... or 0/infinity
10. Two minimal sets, proof
Proposition
1. Any two different minimal sets in a family are incomparable.
2. If in a family there are two or more different minimal sets,
then there is no smallest set.
Proof
1. Assume that x1 and x2 are two different minimal sets and they are comparable.
Our goal is to obtain contradiction.
As x1 and x2 are comparable, x1 ⊆ x2 or x2 ⊆ x1.
We will consider two cases.
Case: x1 ⊆ x2. As x2 is minimal, we must have x1 = x2 – contradiction.
Case: x2 ⊆ x1. As x1 is minimal, we must have x1 = x2 – contradiction.
2. Assume that x1 and x2 are two different minimal sets.
Assume s is a smallest set. Goal: contradiction.
As s is smallest, s ⊆ x1 and s ⊆ x2.
As x1, x2 are minimal, s ⊂ x1 and s ⊂ x2.
So, s = x1 and s = x2. So, x1 = x2 – a contradiction.
11. Uniqueness of a smallest set
Proposition
No family of sets has two different smallest sets.
(There can be only 1 or 0 smallest sets in a family.)
Family size Number of smallest sets and minimal sets
0 0/0
1 1/1
2 1/1 or 0/2
3 1/1 or 0/2 or 0/3
...
...
n 1/1 or 0/2 or 0/3 or ... or 0/n
...
...
infinity 0/0 or 0/1 or 1/1 or 0/2 or 0/3 or ... or 0/infinity
12. Uniqueness of a smallest set, proof
Proposition
No family of sets has two different smallest sets.
(There can be only 1 or 0 smallest sets in a family.)
Proof
Assume that a family of sets has two different smallest sets x1 and x2.
Our goal is to obtain a contradiction.
As x1 is smallest, x1 ⊆ x2.
As x2 is smallest, x2 ⊆ x1.
As x1 ⊆ x2 and x2 ⊆ x1, we have x1 = x2 – contradiction.
13. Smallest vs. minimal
Proposition
If there exists a smallest set in a family,
it is also a minimal set,
and it is the only minimal set.
Family size Number of smallest sets and minimal sets
0 0/0
1 1/1
2 1/1 or 0/2
3 1/1 or 0/2 or 0/3
...
...
n 1/1 or 0/2 or 0/3 or ... or 0/n
...
...
infinity 0/0 or 0/1 or 1/1 or 0/2 or 0/3 or ... or 0/infinity
14. Smallest vs. minimal, proof
Proposition
If there exists a smallest set in a family,
it is also a minimal set,
and it is the only minimal set.
Proof
First we will prove that if x is smallest then x is minimal. (Later we will still need to
prove that there are no minimal sets other than x.)
Assume that x is smallest.
To prove that x is minimal, take any y and assume that y ⊂ x.
The goal is to obtain contradiction.
As y ⊂ x, we obtain that y ⊆ x and y =x.
As x is smallest, x ⊆ y.
As x ⊆ y and y ⊆ x we obtain that x = y – contradiction.
15. Smallest vs. minimal, proof, continued
Now, we will prove that if x is smallest and z is minimal then x = z.
Assume that x is smallest and z is minimal.
The goal is to show that x = z.
We proved above that x is minimal.
As x and z are minimal, by point 2, they are incomparable.
So, x z – this contradicts the assumption that x is smallest.
16. Definition
Let X be a family of sets and Y ⊆ X.
Y is downward closed in X if for every y ∈ Y , if x ∈ X and x ⊆ y then x ∈ Y .
A Hasse diagram. Family X – all the dots. If Y is downward closed in X and
if the two black dots belong to Y , then all the gray dots must belong to Y .
17. Minimal set in a downward closed subfamily
Fact
Let m ∈ Y ⊆ X, and let Y be downward closed in X.
If m is minimal in Y then m is minimal in X.
18. Lemma
Let X be a finite family of sets.
Then every member of X has a subset minimal in X.
Proof
Consider the following condition:
(*) every member of the family has a subset minimal in the family.
Assume that there exists a finite family of sets that violates (*).
The goal is to obtain a contradiction.
As there exists a finite family that violates (*); among all such families
there is a family X that has the smallest number of elements.
X =∅, because the empty family satisfies (*).
As X =∅, take a set x ∈ X that has no subset minimal in X.
As x is its own subset, x is not minimal in X.
As x is not minimal in X, there exists in X a proper subset y0 of x:
y0 ∈ X and y0 ⊂ x.
Let Y = {y ∈ X : y ⊆ y0}.
19. Proof, continued
Notice that:
Y ⊆ X;
Y ⊂ X, because x ∈ X − Y0;
Y satisfies (*), because it has fewer elements than X;
y0 ∈ Y ;
y0 has a subset m minimal in Y ;
Y is downward closed in X;
m is minimal in X, by the fact above;
m ⊆ y0 ⊆ x, so x has a subset minimal in X – a contradiction!
20. Properties of finite families
Theorem
Let X be a finite family of sets. Then:
1. If X is non-empty then it has at least one minimal set.
2. If there is exactly one minimal set in X then it is the smallest set.
Family size Number of smallest sets and minimal sets
0 0/0
1 1/1
2 1/1 or 0/2
3 1/1 or 0/2 or 0/3
...
...
n 1/1 or 0/2 or 0/3 or ... or 0/n
...
...
infinity 0/0 or 0/1 or 1/1 or 0/2 or 0/3 or ... or 0/infinity
21. Properties of finite families, proof
Theorem
Let X be a finite family of sets. Then:
1. If X is non-empty then it has at least one minimal set.
2. If there is exactly one minimal set in X then it is the smallest set.
Proof
1. By the lemma above.
2. Take any finite family X of sets with a single minimal set x.
We will show that x is smallest in X.
Take any y ∈ X.
We need to show x ⊆ y.
By the previous lemma, y has a subset that is minimal in X.
As x is the only minimal set in X, we must have x ⊆ y.
Exercise: Show that the assumption of finiteness is essential for the theorem above.
22. Smallest sets vs. intersections
Proposition
Let X be a family of sets. Then:
1. x is smallest in X with respect to ⊆ iff x ∈ X and x = X.
2. x is greatest in X with respect to ⊆ iff x ∈ X and x = X.
Proof of 1.
→)
Assume that x is smallest in X.
Then, x ∈ X, and it remains to prove: x = X.
As x ∈ X, we have X ⊆ x, so it remains to prove: x ⊆ X.
Take any u ∈ x. Goal: u ∈ X.
Take any v ∈ X. Goal: u ∈ v.
As v ∈ X and x is smallest in X, we have x ⊆ v.
As u ∈ x and x ⊆ v, we have u ∈ v.
23. Proof, continued
We are proving:
x is smallest in X with respect to ⊆ iff x ∈ X and x = X.
←)
Assume that x ∈ X and x = X.
Goal: x is smallest in X.
Take any v ∈ X. Goal: x ⊆ v.
As v ∈ X, we have X ⊆ v.
As x = X and X ⊆ v, we have x ⊆ v.
Exercise
Disprove: Let X be a non-empty family of sets; x is smallest in X w.r.t. ⊆ iff x = X.
Disprove: Let X be a family of sets; x is greatest in X with respect to ⊆ iff x = X.