This presentation describes Matrices and Determinants in detail including all the relevant definitions with examples, various concepts and the practice problems.
It contains the basics of matrix which includes matrix definition,types of matrices,operations on matrices,transpose of matrix,symmetric and skew symmetric matrix,invertible matrix,
application of matrix.
This presentation describes Matrices and Determinants in detail including all the relevant definitions with examples, various concepts and the practice problems.
It contains the basics of matrix which includes matrix definition,types of matrices,operations on matrices,transpose of matrix,symmetric and skew symmetric matrix,invertible matrix,
application of matrix.
Some types of matrices, Eigen value , Eigen vector, Cayley- Hamilton Theorem & applications, Properties of Eigen values, Orthogonal matrix , Pairwise orthogonal, orthogonal transformation of symmetric matrix, denationalization of a matrix by orthogonal transformation (or) orthogonal deduction, Quadratic form and Canonical form , conversion from Quadratic to Canonical form, Order, Index Signature, Nature of canonical form.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. Learning Intention and Success
Criteria
Learning Intention: Students will understand the
rules that define matrix multiplication and their
reasons for being
Success Criteria: You will be determine the possibility
of multiplying two matrices by one another, and where
possible will be able to multiply a matrix by another
matrix
3. Matrix Multiplication
Requirements
Not all matrices can be multiplied together, just as not
all matrices can be added
The ability to multiply is dependent on the order of the
matrices
If 𝐴 has order 𝑚 × 𝑛 (𝑚 rows and 𝑛 columns) and 𝐵
has order 𝑝 × 𝑟 (𝑝 rows and 𝑟 columns), we can
multiply 𝐴 × 𝐵 only if 𝑛 = 𝑝. The resultant matrix will
have order 𝑚 × 𝑟
We say the product is undefined if the matrices
cannot be multiplied
4. Matrix Multiplication
Requirements
That is, to multiply two matrices with orders
𝑚 × 𝑛 × (𝑝 × 𝑟)
Note that 𝐴 × 𝐵 might be defined, but 𝐵 × 𝐴
undefined.
Another way to say if multiplication is possible is: “The
number of columns in the first matrix must be equal to
the number of rows in the second matrix”
Must be the same
Order of resultant matrix
5. Examples
If 𝐴 is a 3 × 2 matrix, 𝐵 is a 2 × 4 matrix and 𝐶 is a 3 ×
3 matrix, which of the following products will be
defined? If they are defined, what will the order of
their product be?
a) 𝐴 × 𝐵
b) 𝐵 × 𝐴
c) 𝐶 × 𝐵
d) 𝐶 × 𝐶
e) 𝐴 × 𝐴
f) 𝐵 × 𝐵 𝑇
6. Examples
𝐴 → 3 × 2, 𝐵 → 2 × 4, 𝐶 → 3 × 3
a) 𝐴 × 𝐵
3 × 2 × 2 × 4
Can be multiplied.
Resultant order is 3 × 4
b) 𝐵 × 𝐴
2 × 4 × 3 × 2
Inside numbers do not match.
Product is undefined
7. Examples
𝐴 → 3 × 2, 𝐵 → 2 × 4, 𝐶 → 3 × 3
c) 𝐶 × 𝐵
3 × 3 × 2 × 4
Inside numbers do not match.
Product is undefined
d) 𝐶 × 𝐶
3 × 3 × 3 × 3
Can be multiplied.
Resultant order is 3 × 3
8. Examples
𝐴 → 3 × 2, 𝐵 → 2 × 4, 𝐶 → 3 × 3
e) 𝐴 × 𝐴
3 × 2 × 3 × 2
Inside numbers do not match.
Product is undefined
f) 𝐵 × 𝐵 𝑇
(recall that in 𝐵 𝑇
, row and columns are
swapped)
2 × 4 × 4 × 2
Inside numbers match. Can be multiplied
Resultant order is 2 × 2
9. How to multiply matrices
Rule: Let 𝐴 and 𝐵 be matrices whose product, 𝐴 × 𝐵, is
defined as 𝐶.
To calculate the value of element 𝑐𝑖,𝑗, we combine the 𝑖 𝑡ℎ
row of matrix 𝐴 and the 𝑗 𝑡ℎ column of matrix 𝐵.
𝑎1,1 𝑎1,2
𝑎2,1 𝑎2,2
𝑎3,1 𝑎3,2
×
𝑏1,1 𝑏1,2
𝑏2,1 𝑏2,2
=
𝑐1,1 𝑐1,2
𝑐2,1 𝑐2,2
𝑐3,1 𝑐3,2
A combination of the 2nd row of 𝐴 and the 1st column of
𝐵 gives the element in the 2nd row and 1st column of 𝐶.
10. How to multiply matrices
How do we actually combine the elements of the row and
column?
Consider both the row and column as a list of numbers
Multiply the corresponding elements in each list together
Add the results of these products together
Example:
1 2 3 ×
−2
4
0
= 1 × −2 + 2 × 4 + 3 × 0
= −2 + 8 + 0
= [6]
11. How to multiply matrices (cont)
If 𝐶 = 𝐴 × 𝐵, then each element 𝑐𝑖,𝑗 is found by
combining row 𝑖 from matrix 𝐴 and column 𝑗 of matrix
𝐵.
Example:
1 2
3 4
×
−1 −3 −5
2 4 6
=
Row 1
Column 1
12. How to multiply matrices (cont)
If 𝐶 = 𝐴 × 𝐵, then each element 𝑐𝑖,𝑗 is found by
combining row 𝑖 from matrix 𝐴 and column 𝑗 of matrix
𝐵.
Example:
1 2
3 4
×
−1 −3 −5
2 4 6
=
Row 1
Column 1
13. How to multiply matrices (cont)
If 𝐶 = 𝐴 × 𝐵, then each element 𝑐𝑖,𝑗 is found by
combining row 𝑖 from matrix 𝐴 and column 𝑗 of matrix
𝐵.
Example:
1 2
3 4
×
−1 −3 −5
2 4 6
= 1 × −1 + 2 × 2
Cell 1,1
Row 1
Column 1
14. How to multiply matrices (cont)
If 𝐶 = 𝐴 × 𝐵, then each element 𝑐𝑖,𝑗 is found by
combining row 𝑖 from matrix 𝐴 and column 𝑗 of matrix
𝐵.
Example:
1 2
3 4
×
−1 −3 −5
2 4 6
= 3Row 1
Column 2
15. How to multiply matrices (cont)
If 𝐶 = 𝐴 × 𝐵, then each element 𝑐𝑖,𝑗 is found by
combining row 𝑖 from matrix 𝐴 and column 𝑗 of matrix
𝐵.
Example:
1 2
3 4
×
−1 −3 −5
2 4 6
= 3Row 1
Column 2
16. How to multiply matrices (cont)
If 𝐶 = 𝐴 × 𝐵, then each element 𝑐𝑖,𝑗 is found by
combining row 𝑖 from matrix 𝐴 and column 𝑗 of matrix
𝐵.
Example:
1 2
3 4
×
−1 −3 −5
2 4 6
= 3 1 × −3 + 2 × 4Row 1
Column 2
Cell 1,2
17. How to multiply matrices (cont)
If 𝐶 = 𝐴 × 𝐵, then each element 𝑐𝑖,𝑗 is found by
combining row 𝑖 from matrix 𝐴 and column 𝑗 of matrix
𝐵.
Example:
1 2
3 4
×
−1 −3 −5
2 4 6
= 3 5
Cell 1,3: 1 × −5 + 2 × 6
Cell 2,1: 3 × −1 + 4 × 2
Cell 2,2: 3 × −3 + 4 × 4
Cell 2,3: 3 × −5 + 4 × 6
18. How to multiply matrices (cont)
If 𝐶 = 𝐴 × 𝐵, then each element 𝑐𝑖,𝑗 is found by
combining row 𝑖 from matrix 𝐴 and column 𝑗 of matrix
𝐵.
Example:
1 2
3 4
×
−1 −3 −5
2 4 6
= 3 5
Cell 1,3: 7
Cell 2,1: 5
Cell 2,2: 7
Cell 2,3: 9
19. How to multiply matrices (cont)
If 𝐶 = 𝐴 × 𝐵, then each element 𝑐𝑖,𝑗 is found by
combining row 𝑖 from matrix 𝐴 and column 𝑗 of matrix
𝐵.
Example:
1 2
3 4
×
−1 −3 −5
2 4 6
=
3 5 7
5 7 9
Cell 1,3: 7
Cell 2,1: 5
Cell 2,2: 7
Cell 2,3: 9
20. Matrix Product Applications
Juline's Noodle House sells Pad Thai for $10.40, Nasi
Goreng for $11.50 and Spring Rolls for $6.
This is represented with the cost matrix
10.40 11.50 6.00 .
Her sales of those three items over one week are
represented in a matrix, where each column represents
a weekday, and each row represents a menu item.
5 6 4
2 1 4
12 9 7
7 15
5 9
15 21
21. Applications Example continued
a) How many Pad Thai’s were sold on Thursday
Element at address 1,4 → 7 Pad Thais
b) Write a matrix product to calculate the amount of
money made each day, and calculate the product:
10.40 11.50 6.00 ×
5 6 4 7 15
2 1 4 5 9
12 9 7 15 21
= 147.00 127.90 129.60 220.30 385.50
22. Special Case: Multiplying By the
Identity Matrix
When multiplying a matrix by the identity matrix
(either before or after), the original matrix does not
change.
Ex.
1 2
3 4
×
1 0
0 1
=
1 × 1 + 2 × 0 1 × 0 + 2 × 1
3 × 1 + 4 × 0 3 × 0 + 4 × 1
= [
1 2
3 4
]