Logic is the study of valid inference and reasoning. It is used in many intellectual activities but is primarily studied in philosophy, mathematics, semantics, and computer science. In the 19th century, logic became mathematized by British mathematicians such as George Boole, who developed an algebra of logic featuring operators like and, or, not, and exclusive or. Boole saw the potential of applying this algebraic logic to solve problems and argued that logic was a discipline of mathematics rather than philosophy alone.
SET
A set is a well defined collection of objects, called the “elements” or “members” of the set.
A specific set can be defined in two ways-
If there are only a few elements, they can be listed individually, by writing them between curly braces ‘{ }’ and placing commas in between. E.g.- {1, 2, 3, 4, 5}
The second way of writing set is to use a property that defines elements of the set.
e.g.- {x | x is odd and 0 < x < 100}
If x is an element o set A, it can be written as ‘x A’
If x is not an element of A, it can be written as ‘x A’
Special types of sets-
Standard notations used to define some sets:
N- set of all natural numbers
Z- set of all integers
Q- set of all rational numbers
R- set of all real numbers
C- set of all complex numbers
TYPES OF SETS
-subset
-singleton set
-universal set
-empty set
-finite set
-infinte set
-eual set
-disjoint set
-cardinal set
-power set
OPERATIONS ON SET
The four basic operations are:
1. Union of Sets
2. Intersection of sets
3. Complement of the Set
4. Cartesian Product of sets
Union of two given sets is the smallest set which contains all the elements of both the sets.
A B = {x | x A or x B}
Let a and b are sets, the intersection of two sets A and B, denoted by A B is the set consisting of elements which are in A as well as in B
A B = {X | x A and x B}
If A B= , the sets are said to be disjoint.
If U is a universal set containing set A, then U-A is called complement of a set.
Introduction to Sets and Set Operations. The presentation include contents of a KWLH Chart, Essential Questions, and Self-Assessment Questions. With exploration and formative assessments.
SET
A set is a well defined collection of objects, called the “elements” or “members” of the set.
A specific set can be defined in two ways-
If there are only a few elements, they can be listed individually, by writing them between curly braces ‘{ }’ and placing commas in between. E.g.- {1, 2, 3, 4, 5}
The second way of writing set is to use a property that defines elements of the set.
e.g.- {x | x is odd and 0 < x < 100}
If x is an element o set A, it can be written as ‘x A’
If x is not an element of A, it can be written as ‘x A’
Special types of sets-
Standard notations used to define some sets:
N- set of all natural numbers
Z- set of all integers
Q- set of all rational numbers
R- set of all real numbers
C- set of all complex numbers
TYPES OF SETS
-subset
-singleton set
-universal set
-empty set
-finite set
-infinte set
-eual set
-disjoint set
-cardinal set
-power set
OPERATIONS ON SET
The four basic operations are:
1. Union of Sets
2. Intersection of sets
3. Complement of the Set
4. Cartesian Product of sets
Union of two given sets is the smallest set which contains all the elements of both the sets.
A B = {x | x A or x B}
Let a and b are sets, the intersection of two sets A and B, denoted by A B is the set consisting of elements which are in A as well as in B
A B = {X | x A and x B}
If A B= , the sets are said to be disjoint.
If U is a universal set containing set A, then U-A is called complement of a set.
Introduction to Sets and Set Operations. The presentation include contents of a KWLH Chart, Essential Questions, and Self-Assessment Questions. With exploration and formative assessments.
Sections Included:
1. Collection
2. Types of Collection
3. Sets
4. Commonly used Sets in Maths
5. Notation
6. Different Types of Sets
7. Venn Diagram
8. Operation on sets
9. Properties of Union of Sets
10. Properties of Intersection of Sets
11. Difference in Sets
12. Complement of Sets
13. Properties of Complement Sets
14. De Morgan’s Law
15. Inclusion Exclusion Principle
Sections Included:
1. Collection
2. Types of Collection
3. Sets
4. Commonly used Sets in Maths
5. Notation
6. Different Types of Sets
7. Venn Diagram
8. Operation on sets
9. Properties of Union of Sets
10. Properties of Intersection of Sets
11. Difference in Sets
12. Complement of Sets
13. Properties of Complement Sets
14. De Morgan’s Law
15. Inclusion Exclusion Principle
Please I need help with abstract algebra Will rate quicklySoluti.pdfajayinfomatics
Please I need help with abstract algebra Will rate quickly
Solution
In algebra, which is a broad division of mathematics, abstract algebra is a common name for the
sub-area that studies algebraic structures in their own right. Such structures include groups, rings,
fields, modules, vector spaces, and algebras. The specific term abstract algebra was coined at the
beginning of the 20th century to distinguish this area from the other parts of algebra. The term
modern algebra has also been used to denote abstract algebra.
Two mathematical subject areas that study the properties of algebraic structures viewed as a
whole are universal algebra and category theory. Algebraic structures, together with the
associated homomorphisms, form categories. Category theory is a powerful formalism for
studying and comparing different algebraic structures.
History
As in other parts of mathematics, concrete problems and examples have played important roles
in the development of abstract algebra. Through the end of the nineteenth century, many --
perhaps most -- of these problems were in some way related to the theory of algebraic equations.
Major themes include:
Numerous textbooks in abstract algebra start with axiomatic definitions of various algebraic
structures and then proceed to establish their properties. This creates a false impression that in
algebra axioms had come first and then served as a motivation and as a basis of further study.
The true order of historical development was almost exactly the opposite. For example, the
hypercomplex numbers of the nineteenth century had kinematic and physical motivations but
challenged comprehension. Most theories that are now recognized as parts of algebra started as
collections of disparate facts from various branches of mathematics, acquired a common theme
that served as a core around which various results were grouped, and finally became unified on a
basis of a common set of concepts. An archetypical example of this progressive synthesis can be
seen in the history of group theory.
Early group theory
There were several threads in the early development of group theory, in modern language loosely
corresponding to number theory, theory of equations, and geometry.
Leonhard Euler considered algebraic operations on numbers modulo an integer, modular
arithmetic, in his generalization of Fermat\'s little theorem. These investigations were taken
much further by Carl Friedrich Gauss, who considered the structure of multiplicative groups of
residues mod n and established many properties of cyclic and more general abelian groups that
arise in this way. In his investigations of composition of binary quadratic forms, Gauss explicitly
stated the associative law for the composition of forms, but like Euler before him, he seems to
have been more interested in concrete results than in general theory. In 1870, Leopold Kronecker
gave a definition of an abelian group in the context of ideal class groups of a number field,
generalizing .
International Journal of Computational Engineering Research(IJCER) ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
Earlier a place value notation number system had evolved over a leng.pdfbrijmote
Earlier a place value notation number system had evolved over a lengthy period with a number
base of 60. It allowed arbitrarily large numbers and fractions to be represented and so proved to
be the foundation of more high powered mathematical development.
Number problems such as that of the Pythagorean triples (a,b,c) with a2+b2 = c2 were studied
from at least 1700 BC. Systems of linear equations were studied in the context of solving number
problems. Quadratic equations were also studied and these examples led to a type of numerical
algebra.
Geometric problems relating to similar figures, area and volume were also studied and values
obtained for π.
The Babylonian basis of mathematics was inherited by the Greeks and independent development
by the Greeks began from around 450 BC. Zeno of Elea\'s paradoxes led to the atomic theory of
Democritus. A more precise formulation of concepts led to the realisation that the rational
numbers did not suffice to measure all lengths. A geometric formulation of irrational numbers
arose. Studies of area led to a form of integration.
The theory of conic sections shows a high point in pure mathematical study by Apollonius.
Further mathematical discoveries were driven by the astronomy, for example the study of
trigonometry.
The major Greek progress in mathematics was from 300 BC to 200 AD. After this time progress
continued in Islamic countries. Mathematics flourished in particular in Iran, Syria and India. This
work did not match the progress made by the Greeks but in addition to the Islamic progress, it
did preserve Greek mathematics. From about the 11th Century Adelard of Bath, then later
Fibonacci, brought this Islamic mathematics and its knowledge of Greek mathematics back into
Europe.
Major progress in mathematics in Europe began again at the beginning of the 16th Century with
Pacioli, then Cardan, Tartaglia and Ferrari with the algebraic solution of cubic and quartic
equations. Copernicus and Galileo revolutionised the applications of mathematics to the study of
the universe.
The progress in algebra had a major psychological effect and enthusiasm for mathematical
research, in particular research in algebra, spread from Italy to Stevin in Belgium and Viète in
France.
The 17th Century saw Napier, Briggs and others greatly extend the power of mathematics as a
calculatory science with his discovery of logarithms. Cavalieri made progress towards the
calculus with his infinitesimal methods and Descartes added the power of algebraic methods to
geometry.
Progress towards the calculus continued with Fermat, who, together with Pascal, began the
mathematical study of probability. However the calculus was to be the topic of most significance
to evolve in the 17th Century.
Newton, building on the work of many earlier mathematicians such as his teacher Barrow,
developed the calculus into a tool to push forward the study of nature. His work contained a
wealth of new discoveries showing the interaction between mathemat.
Wagner College Forum for Undergraduate Research, Vol 12 No 2Wagner College
The Spring 2014 issue contains papers by Patrick Bethel, Elizabeth Cohen, Christopher DeFilippi, Ayesha Ghaffar, Gary Giordano, Stephanie Hinkes, Vincent Lombardo, Julia Loria, Lauren Russell, Carly Schmidt and Joey Sergi.
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!
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”.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
2. is a science that deals with the principles
and criteria of validity of inference and
demonstration.
is the formal systematic study of
the principles of valid inference and
correct reasoning.
Logic is used in most intellectual
activities, but is studied primarily in the
disciplines
of philosophy, mathematics, semantics,
and computer science.
3. has became mathematized in the 19th century, in the
work of mostly British mathematicians such as George
Peacock (1791-1858), George Boole (1815-1864),
William Stanley Jevons (1835-1882), and Augustus de
Morgan, and a few Americans, notably Charles Sanders
Peirce.
was the creation of 19th-century analysts and geometers,
prominent among them is Georg Cantor (1845-1918),
whose inspiration came from geometry and analysis,
mostly the latter.
mathematization of logic has a pre-history that goes
back to Leibniz.
4. • His main contribution to
mathematical analysis is
his attempt to place
algebra on a strictly logical
basis.
• Concluded that the
science of algebra has two
parts – arithmetical and
symbolical algebra. 1791-1858
5. • developed two laws of
negation (disjunction &
conjunction)
• interested, like other
mathematicians, in using
mathematics to
demonstrate logic
• furthered Boole‟s work of
incorporating logic and
mathematics 1806-1871
• formally stated the laws of
set theory
7. Lagrange‟s algebraic approach to analysis (Thinking of Taylor‟s
Theorem).
Where Df(x) = f’(x), and comparing with the Taylor‟s series of the
exponential function,
Lagrange arrived at the formal equation
Converse
relation,
8. • self-taught mathematician
with an interest in logic
• developed an algebra of
logic (Boolean Algebra)
• featured the operators
• and
• or
• not
• nor (exclusive or)
1815-1864
9. Boole soon began to see the
He wrote that,
possibilities for applying his
“the validity of the
algebra to the solution of
processes of analysis
logical problems. Boole's
does not depend upon
1847 work, 'The
the interpretation of the
Mathematical Analysis of
symbols which are
Logic', not only expanded
employed but solely upon
on Gottfried Leibniz' earlier
the laws of their
speculations on the
combination…”
correlation between logic
and math, but argued that
logic was principally a
discipline of mathematics,
rather than philosophy.
10. • Boole denoted a generic member of a class by an
uppercase „X’, and used the lowercase „x’.
• Then “xy” was to denote the class “whose members are
both X‟s and Y‟s”
• This language rather blurs the distinction between a set,
its members, and the properties that determine what the
members are.
Peacock's main contribution to mathematical analysis is his attempt to place algebra on a strictly logical basis. He founded what has been called the philological or symbolical school of mathematicians; to which Gregory, De Morgan and Boole belonged. His answer to Maseres and Frend was that the science of algebra consisted of two parts—arithmetical algebra and symbolical algebra—and that they erred in restricting the science to the arithmetical part. His view of arithmetical algebra is as follows: "In arithmetical algebra we consider symbols as representing numbers, and the operations to which they are submitted as included in the same definitions as in common arithmetic; the signs + and − denote the operations of addition and subtraction in their ordinary meaning only, and those operations are considered as impossible in all cases where the symbols subjected to them possess values which would render them so in case they were replaced by digital numbers; thus in expressions such as a + b we must suppose a and b to be quantities of the same kind; in others, like a − b, we must suppose a greater than b and therefore homogeneous with it; in products and quotients, like ab and we must suppose the multiplier and divisor to be abstract numbers; all results whatsoever, including negative quantities, which are not strictly deducible as legitimate conclusions from the definitions of the several operations must be rejected as impossible, or as foreign to the science."
Negation-a logical proposition formed by asserting the falsity of a given proposition.
In set theory, an ordinal number, or just ordinal, is the order type of a well-ordered set. They are usually identified with hereditarily transitive sets. Ordinals are an extension of the natural numbers different from integers and from cardinals. Like other kinds of numbers, ordinals can be added, multiplied, and exponentiated.
A set Pis called perfect if P=P’ , where P’ is the derived set of P.A Polish space is a second countable topological space that is metrizable with a complete metric. Equivalently, it is a complete separable metric space whose metric has been "forgotten". Examples include the real line R , the Baire space N , the Cantor space C, and the Hilbert cube I^n.