Here are the key steps to find the eigenvalues of the given matrix:
1) Write the characteristic equation: det(A - λI) = 0
2) Expand the determinant: (1-λ)(-2-λ) - 4 = 0
3) Simplify and factor: λ(λ + 1)(λ + 2) = 0
4) Find the roots: λ1 = 0, λ2 = -1, λ3 = -2
Therefore, the eigenvalues of the given matrix are -1 and -2.
iTutor provides information on complex numbers. Complex numbers consist of real and imaginary parts and can be written as a + bi, where a is the real part and b is the imaginary part. The imaginary unit i = √-1. Properties of complex numbers include: the square of i is -1; complex conjugates are obtained by changing the sign of the imaginary part; and the basic arithmetic operations of addition, subtraction, and multiplication follow predictable rules when applied to complex numbers. Complex numbers allow representing solutions, like the square root of a negative number, that are not possible with real numbers alone.
The document defines sets, functions, and groups in mathematics. It provides examples and notation for sets, as well as definitions of subsets, proper subsets, and the empty set. Functions are defined as relations between inputs and outputs, and examples of functions are given. Groups are defined as sets with binary operations that satisfy closure, associativity, identity, and inverse properties. Examples of groups and subgroups are provided, along with Lagrange's theorem about the orders of groups and subgroups. Normal subgroups are introduced as subgroups whose left and right cosets are equal.
The document discusses polynomials and polynomial functions. It defines a polynomial as a sum of monomials, with a monomial being a variable or the product of a variable and real numbers with whole number exponents. It classifies polynomials by degree and number of terms, with examples of common types like linear, quadratic, and cubic polynomials. It also defines a polynomial function as a function represented by a polynomial, and discusses finding sums, differences, and writing polynomials in standard form.
This document defines and provides examples of different types of matrices, including:
- Row matrix: A matrix with only one row
- Column matrix: A matrix with only one column
- Zero matrix: A matrix with all entries equal to zero
- Non-zero matrix: A matrix with at least one non-zero entry
- Square matrix: A matrix with an equal number of rows and columns
- Diagonal matrix: A square matrix with non-zero entries only along the main diagonal
- Scalar matrix: A diagonal matrix with all diagonal entries equal
- Unit matrix: A square matrix with ones along the main diagonal and zeros elsewhere
- Upper triangular matrix: A square matrix with zeros below the main
The document defines and provides examples of different types of matrices, including:
- Square matrices, where the number of rows equals the number of columns.
- Rectangular matrices, where the number of rows does not equal the number of columns.
- Row matrices, with only one row.
- Column matrices, with only one column.
- Null or zero matrices, with all elements equal to zero.
- Diagonal matrices, with all elements equal to zero except those on the main diagonal.
The document also discusses transpose, adjoint, and addition of matrices.
For a system involving two variables (x and y), each linear equation determines a line on the xy-plane. Because a solution to a linear system must satisfy all of the equations, the solution set is the intersection of these lines, and is hence either a line, a single point, or the empty set
The order of the given matrix is 2×3. So the maximum no. of elements is 2×3 = 6.
The correct option is B.
The element a32 belongs to 3rd row and 2nd column.
The correct option is B.
3. A matrix whose each diagonal element is unity and all other elements are zero is called
A) Identity matrix B) Unit matrix C) Scalar matrix D) Diagonal matrix
4. A matrix whose each row sums to unity is called
A) Row matrix B) Column matrix C) Unit matrix D) Stochastic matrix
5. The sum of all the elements on the principal diagonal of a square
Here are the key steps to find the eigenvalues of the given matrix:
1) Write the characteristic equation: det(A - λI) = 0
2) Expand the determinant: (1-λ)(-2-λ) - 4 = 0
3) Simplify and factor: λ(λ + 1)(λ + 2) = 0
4) Find the roots: λ1 = 0, λ2 = -1, λ3 = -2
Therefore, the eigenvalues of the given matrix are -1 and -2.
iTutor provides information on complex numbers. Complex numbers consist of real and imaginary parts and can be written as a + bi, where a is the real part and b is the imaginary part. The imaginary unit i = √-1. Properties of complex numbers include: the square of i is -1; complex conjugates are obtained by changing the sign of the imaginary part; and the basic arithmetic operations of addition, subtraction, and multiplication follow predictable rules when applied to complex numbers. Complex numbers allow representing solutions, like the square root of a negative number, that are not possible with real numbers alone.
The document defines sets, functions, and groups in mathematics. It provides examples and notation for sets, as well as definitions of subsets, proper subsets, and the empty set. Functions are defined as relations between inputs and outputs, and examples of functions are given. Groups are defined as sets with binary operations that satisfy closure, associativity, identity, and inverse properties. Examples of groups and subgroups are provided, along with Lagrange's theorem about the orders of groups and subgroups. Normal subgroups are introduced as subgroups whose left and right cosets are equal.
The document discusses polynomials and polynomial functions. It defines a polynomial as a sum of monomials, with a monomial being a variable or the product of a variable and real numbers with whole number exponents. It classifies polynomials by degree and number of terms, with examples of common types like linear, quadratic, and cubic polynomials. It also defines a polynomial function as a function represented by a polynomial, and discusses finding sums, differences, and writing polynomials in standard form.
This document defines and provides examples of different types of matrices, including:
- Row matrix: A matrix with only one row
- Column matrix: A matrix with only one column
- Zero matrix: A matrix with all entries equal to zero
- Non-zero matrix: A matrix with at least one non-zero entry
- Square matrix: A matrix with an equal number of rows and columns
- Diagonal matrix: A square matrix with non-zero entries only along the main diagonal
- Scalar matrix: A diagonal matrix with all diagonal entries equal
- Unit matrix: A square matrix with ones along the main diagonal and zeros elsewhere
- Upper triangular matrix: A square matrix with zeros below the main
The document defines and provides examples of different types of matrices, including:
- Square matrices, where the number of rows equals the number of columns.
- Rectangular matrices, where the number of rows does not equal the number of columns.
- Row matrices, with only one row.
- Column matrices, with only one column.
- Null or zero matrices, with all elements equal to zero.
- Diagonal matrices, with all elements equal to zero except those on the main diagonal.
The document also discusses transpose, adjoint, and addition of matrices.
For a system involving two variables (x and y), each linear equation determines a line on the xy-plane. Because a solution to a linear system must satisfy all of the equations, the solution set is the intersection of these lines, and is hence either a line, a single point, or the empty set
The order of the given matrix is 2×3. So the maximum no. of elements is 2×3 = 6.
The correct option is B.
The element a32 belongs to 3rd row and 2nd column.
The correct option is B.
3. A matrix whose each diagonal element is unity and all other elements are zero is called
A) Identity matrix B) Unit matrix C) Scalar matrix D) Diagonal matrix
4. A matrix whose each row sums to unity is called
A) Row matrix B) Column matrix C) Unit matrix D) Stochastic matrix
5. The sum of all the elements on the principal diagonal of a square
3 2 solving systems of equations (elimination method)Hazel Joy Chong
The document describes the elimination method for solving systems of equations. The key steps are:
1) Write both equations in standard form Ax + By = C
2) Determine which variable to eliminate using addition or subtraction
3) Solve the resulting equation for one variable
4) Substitute back into the original equation to solve for the other variable
5) Check that the solution satisfies both original equations
It provides examples showing how to set up and solve systems of equations using elimination, including word problems about supplementary angles and finding two numbers based on their sum and difference.
The document discusses the rules for matrix multiplication. It states that two matrices can only be multiplied if the number of columns of the first matrix is equal to the number of rows of the second matrix. It provides examples of multiplying different matrices and explains how to calculate each element of the resulting matrix by taking the dot product of the corresponding row and column. It also gives an example of using matrix multiplication to calculate total sales and revenue from sales data organized in matrices.
Students learn to define and identify linear equations. They also learn the definition of Standard Form of a linear equation.
Students also learn to graph linear equations using x and y intercepts.
The document discusses matrices and their applications. It begins by defining what a matrix is and some basic matrix operations like addition, scalar multiplication, and transpose. It then discusses matrix multiplication and how it can be used to represent systems of linear equations. The document lists several applications of matrices, including representing graphs, transformations in computer graphics, solving systems of linear equations, cryptography, and secret communication methods like steganography. It provides some high-level details about using matrices for secret codes and hiding messages in digital files like images and audio.
The document discusses the principle of mathematical induction and how it can be used to prove statements about natural numbers. It provides examples of using induction to prove statements about sums, products, and divisibility. The principle of induction states that to prove a statement P(n) is true for all natural numbers n, one must show that P(1) is true and that if P(k) is true, then P(k+1) is also true. The document provides examples of direct proofs of P(1) and inductive proofs of P(k+1) to demonstrate applications of the principle.
This document discusses proof by contradiction, an indirect proof method. It provides examples of using proof by contradiction to prove different mathematical statements. The key steps in a proof by contradiction are: 1) assume the statement to be proved is false, 2) show that this assumption leads to a logical contradiction, and 3) conclude that the original statement must be true since the assumption was false. The document provides examples of proofs by contradiction for statements such as "there is no greatest integer" and "if n is an integer and n3 + 5 is odd, then n is even."
All the best to all students of class IX...This PPT will makes your difficulties easy to do....You will understand the polynomial chapter easily by seeing this ....Thanks for watching this ..Please Share, Like and Subscribe the PPT
1. A set is a collection of distinct objects or elements that have some common property. Sets are represented using curly braces and capital letters. Elements within a set should not be repeated.
2. There are two main methods to define a set - the roster method which lists all elements, and the set builder method which describes the property defining membership.
3. There are several types of sets including finite sets with a set number of elements, infinite sets, singleton sets with one element, empty sets with no elements, equal sets with the same elements, and subsets which are sets within other sets.
INTEGRAL TEST, COMPARISON TEST, RATIO TEST AND ROOT TESTJAYDEV PATEL
This document discusses various tests for determining whether a series converges or diverges, including the integral test, comparison test, ratio test, and root test. It provides explanations and rules for applying each test. The integral test compares a series to an improper integral, the comparison test compares two series, the ratio test examines the limit of the ratio of successive terms, and the root test examines the limit of the nth root of terms. These tests allow determining convergence or divergence of a series without finding the exact sum.
This document provides an introduction to propositional logic and rules of inference. It defines an argument and valid argument forms. Examples are given to illustrate valid argument forms using propositional variables. Common rules of inference like modus ponens and disjunction introduction are explained. The resolution principle for showing validity of arguments is described. Examples are provided to demonstrate applying rules of inference to build arguments and use resolution to determine validity. The document also discusses fallacies and rules of inference for quantified statements like universal and existential instantiation and generalization.
The document discusses conditional statements, also known as if-then statements. It defines conditional statements as having two parts: a hypothesis and a conclusion. The hypothesis is the if part and the conclusion is the then part. It provides examples of writing conditional statements based on given inputs and outputs. It also discusses determining the converse, inverse, and contrapositive of a conditional statement by changing or negating the hypothesis and conclusion.
This document discusses square roots and irrational numbers. It defines that the square of an integer is a perfect square, and taking the square root is the opposite of squaring a number. Examples are provided of finding the number that produces a square of 81, which is 9, but -9 also works. The document also defines rational and irrational numbers, noting that square roots of perfect squares are rational, while square roots of non-perfect squares are irrational.
THE BINOMIAL THEOREM shows how to calculate a power of a binomial –
(x+ y)n -- without actually multiplying out.
For example, if we actually multiplied out the 4th power of (x + y) --
(x + y)4 = (x + y) (x + y) (x + y) (x + y)
-- then on collecting like terms we would find:
(x + y)4 = x4 + 4x3y + 6x2y2 + 4xy3 + y4 . . . . . (1)
This document provides an overview of matrices and matrix operations. It defines what a matrix is and discusses matrix order and elements. It then covers basic matrix operations like scalar multiplication, addition, and multiplication. It introduces the concepts of transpose, special matrices like diagonal and triangular matrices, and the null and identity matrices. The document aims to define fundamental matrix concepts and arithmetic operations.
This document provides information about sets and operations on sets. It defines what a set is and gives examples of sets used in mathematics. It describes different ways to represent sets, such as roster form and set-builder form. It also defines key terms like finite and infinite sets, subsets, unions, intersections, complements and Venn diagrams. Properties of operations like union, intersection and complement are listed. In summary, the document covers fundamental concepts in set theory and operations on sets that are important foundations for mathematics.
Algebra is a method of written calculations that helps reason about numbers. Like any skill, algebra requires practice, specifically written practice. Algebra uses letters to represent unknown numbers, allowing arithmetic rules to be applied universally.
The document discusses the concept of the rank of a matrix. The rank of a matrix is defined as the maximum number of linearly independent rows or columns. There are two methods to determine the rank: determinant methods and elementary row/column reduction methods. Determinant methods find the largest non-zero minor of a matrix, and the order of that minor is the rank. The rank is always less than or equal to the number of rows or columns.
Number system for class Nine(IX) by G R Ahmed TGT(Maths) at K V KhanaparaMD. G R Ahmed
Here are the answers with explanations:
(i) True. Every natural number is a whole number. The set of natural numbers is a subset of the set of whole numbers.
(ii) True. Every integer is a whole number. The set of integers contains the set of whole numbers.
(iii) False. Not every rational number is a whole number. Rational numbers also include fractions and terminating/repeating decimals.
(iv) True. Every irrational number is a real number. The set of irrational numbers is a subset of the set of real numbers.
(v) False. Not every real number is irrational. The set of real numbers contains both rational and irrational numbers.
(vi
This document defines important terms related to algebraic expressions and polynomials. It explains that expressions are formed using variables and constants, and terms are added to form expressions. A monomial has one term, a binomial has two terms, and a trinomial has three terms. A polynomial can have any number of terms. Like terms have the same variables with the same powers, while unlike terms do not. The document also describes how to add, subtract, and multiply algebraic expressions and polynomials, and lists four standard identities.
This document provides an overview of different approaches to architectural criticism, beginning with conservative approaches focused on objectivism and subjectivism. It then discusses liberal, critical theory, and radical approaches. Radical criticism questions assumptions of authority and canonical works, examining marginalized aspects and works. The document argues that radical criticism is informed by poststructuralist theories of language, meaning, and interpretation, rejecting the idea that meanings can be fully conserved and ascertained. It examines how works can operate as criticism through their form and relationships to context.
analysing the celebrated buildings of star architects and using a different perspective to look at buildings. For any queries please feel free to mail me at nathigale@gmail.com
comment in the section below, if you want the soft copy! :)
3 2 solving systems of equations (elimination method)Hazel Joy Chong
The document describes the elimination method for solving systems of equations. The key steps are:
1) Write both equations in standard form Ax + By = C
2) Determine which variable to eliminate using addition or subtraction
3) Solve the resulting equation for one variable
4) Substitute back into the original equation to solve for the other variable
5) Check that the solution satisfies both original equations
It provides examples showing how to set up and solve systems of equations using elimination, including word problems about supplementary angles and finding two numbers based on their sum and difference.
The document discusses the rules for matrix multiplication. It states that two matrices can only be multiplied if the number of columns of the first matrix is equal to the number of rows of the second matrix. It provides examples of multiplying different matrices and explains how to calculate each element of the resulting matrix by taking the dot product of the corresponding row and column. It also gives an example of using matrix multiplication to calculate total sales and revenue from sales data organized in matrices.
Students learn to define and identify linear equations. They also learn the definition of Standard Form of a linear equation.
Students also learn to graph linear equations using x and y intercepts.
The document discusses matrices and their applications. It begins by defining what a matrix is and some basic matrix operations like addition, scalar multiplication, and transpose. It then discusses matrix multiplication and how it can be used to represent systems of linear equations. The document lists several applications of matrices, including representing graphs, transformations in computer graphics, solving systems of linear equations, cryptography, and secret communication methods like steganography. It provides some high-level details about using matrices for secret codes and hiding messages in digital files like images and audio.
The document discusses the principle of mathematical induction and how it can be used to prove statements about natural numbers. It provides examples of using induction to prove statements about sums, products, and divisibility. The principle of induction states that to prove a statement P(n) is true for all natural numbers n, one must show that P(1) is true and that if P(k) is true, then P(k+1) is also true. The document provides examples of direct proofs of P(1) and inductive proofs of P(k+1) to demonstrate applications of the principle.
This document discusses proof by contradiction, an indirect proof method. It provides examples of using proof by contradiction to prove different mathematical statements. The key steps in a proof by contradiction are: 1) assume the statement to be proved is false, 2) show that this assumption leads to a logical contradiction, and 3) conclude that the original statement must be true since the assumption was false. The document provides examples of proofs by contradiction for statements such as "there is no greatest integer" and "if n is an integer and n3 + 5 is odd, then n is even."
All the best to all students of class IX...This PPT will makes your difficulties easy to do....You will understand the polynomial chapter easily by seeing this ....Thanks for watching this ..Please Share, Like and Subscribe the PPT
1. A set is a collection of distinct objects or elements that have some common property. Sets are represented using curly braces and capital letters. Elements within a set should not be repeated.
2. There are two main methods to define a set - the roster method which lists all elements, and the set builder method which describes the property defining membership.
3. There are several types of sets including finite sets with a set number of elements, infinite sets, singleton sets with one element, empty sets with no elements, equal sets with the same elements, and subsets which are sets within other sets.
INTEGRAL TEST, COMPARISON TEST, RATIO TEST AND ROOT TESTJAYDEV PATEL
This document discusses various tests for determining whether a series converges or diverges, including the integral test, comparison test, ratio test, and root test. It provides explanations and rules for applying each test. The integral test compares a series to an improper integral, the comparison test compares two series, the ratio test examines the limit of the ratio of successive terms, and the root test examines the limit of the nth root of terms. These tests allow determining convergence or divergence of a series without finding the exact sum.
This document provides an introduction to propositional logic and rules of inference. It defines an argument and valid argument forms. Examples are given to illustrate valid argument forms using propositional variables. Common rules of inference like modus ponens and disjunction introduction are explained. The resolution principle for showing validity of arguments is described. Examples are provided to demonstrate applying rules of inference to build arguments and use resolution to determine validity. The document also discusses fallacies and rules of inference for quantified statements like universal and existential instantiation and generalization.
The document discusses conditional statements, also known as if-then statements. It defines conditional statements as having two parts: a hypothesis and a conclusion. The hypothesis is the if part and the conclusion is the then part. It provides examples of writing conditional statements based on given inputs and outputs. It also discusses determining the converse, inverse, and contrapositive of a conditional statement by changing or negating the hypothesis and conclusion.
This document discusses square roots and irrational numbers. It defines that the square of an integer is a perfect square, and taking the square root is the opposite of squaring a number. Examples are provided of finding the number that produces a square of 81, which is 9, but -9 also works. The document also defines rational and irrational numbers, noting that square roots of perfect squares are rational, while square roots of non-perfect squares are irrational.
THE BINOMIAL THEOREM shows how to calculate a power of a binomial –
(x+ y)n -- without actually multiplying out.
For example, if we actually multiplied out the 4th power of (x + y) --
(x + y)4 = (x + y) (x + y) (x + y) (x + y)
-- then on collecting like terms we would find:
(x + y)4 = x4 + 4x3y + 6x2y2 + 4xy3 + y4 . . . . . (1)
This document provides an overview of matrices and matrix operations. It defines what a matrix is and discusses matrix order and elements. It then covers basic matrix operations like scalar multiplication, addition, and multiplication. It introduces the concepts of transpose, special matrices like diagonal and triangular matrices, and the null and identity matrices. The document aims to define fundamental matrix concepts and arithmetic operations.
This document provides information about sets and operations on sets. It defines what a set is and gives examples of sets used in mathematics. It describes different ways to represent sets, such as roster form and set-builder form. It also defines key terms like finite and infinite sets, subsets, unions, intersections, complements and Venn diagrams. Properties of operations like union, intersection and complement are listed. In summary, the document covers fundamental concepts in set theory and operations on sets that are important foundations for mathematics.
Algebra is a method of written calculations that helps reason about numbers. Like any skill, algebra requires practice, specifically written practice. Algebra uses letters to represent unknown numbers, allowing arithmetic rules to be applied universally.
The document discusses the concept of the rank of a matrix. The rank of a matrix is defined as the maximum number of linearly independent rows or columns. There are two methods to determine the rank: determinant methods and elementary row/column reduction methods. Determinant methods find the largest non-zero minor of a matrix, and the order of that minor is the rank. The rank is always less than or equal to the number of rows or columns.
Number system for class Nine(IX) by G R Ahmed TGT(Maths) at K V KhanaparaMD. G R Ahmed
Here are the answers with explanations:
(i) True. Every natural number is a whole number. The set of natural numbers is a subset of the set of whole numbers.
(ii) True. Every integer is a whole number. The set of integers contains the set of whole numbers.
(iii) False. Not every rational number is a whole number. Rational numbers also include fractions and terminating/repeating decimals.
(iv) True. Every irrational number is a real number. The set of irrational numbers is a subset of the set of real numbers.
(v) False. Not every real number is irrational. The set of real numbers contains both rational and irrational numbers.
(vi
This document defines important terms related to algebraic expressions and polynomials. It explains that expressions are formed using variables and constants, and terms are added to form expressions. A monomial has one term, a binomial has two terms, and a trinomial has three terms. A polynomial can have any number of terms. Like terms have the same variables with the same powers, while unlike terms do not. The document also describes how to add, subtract, and multiply algebraic expressions and polynomials, and lists four standard identities.
This document provides an overview of different approaches to architectural criticism, beginning with conservative approaches focused on objectivism and subjectivism. It then discusses liberal, critical theory, and radical approaches. Radical criticism questions assumptions of authority and canonical works, examining marginalized aspects and works. The document argues that radical criticism is informed by poststructuralist theories of language, meaning, and interpretation, rejecting the idea that meanings can be fully conserved and ascertained. It examines how works can operate as criticism through their form and relationships to context.
analysing the celebrated buildings of star architects and using a different perspective to look at buildings. For any queries please feel free to mail me at nathigale@gmail.com
comment in the section below, if you want the soft copy! :)
The document discusses truth tables and logical connectives such as conjunction, disjunction, negation, implication and biconditionals. It provides examples of truth tables for compound propositions involving multiple variables. De Morgan's laws are explained, which state that the negation of a conjunction is the disjunction of the negations, and the negation of a disjunction is the conjunction of the negations. The concepts of tautologies, contradictions and logical equivalence are also covered.
The document discusses the role and value of architectural criticism. It provides perspectives from several architecture critics on the function of criticism. Critics see their role as educating the public, evaluating what works and doesn't work, stimulating discussion, and advocating for good architecture and urban design. However, some note it is difficult to have real power or influence projects, and few publications provide in-depth critical evaluations of buildings.
The architectural message can be transmitted through different channels. The visitor receives information through his/her visual, tactile, olfactory, or acoustical senses. The visual sense is known as the most influential one. If we consider architecture as a tool for communication, then, the importance of attracting visual senses comes out, and this attraction can be done by image. Since the past till now, the image in different terms and perceptions has tries to transferred this message. This was done with different tools, elements and materials. Using visual materials allows to better match the respondent`s perception to possible stimuli. Here, we want to look to the concept of image according to its material.
The document provides an overview of the origins and development of historical consciousness and historiography. It discusses how the earliest humans lacked awareness of the past and organized experiences through myths. It then outlines how groups like the Jews, Greeks, and early Christians began developing a more historical sense of the past. Key figures mentioned who advanced historical thought include Herodotus, Thucydides, Livy, Julius Caesar, Tacitus, Machiavelli, and Edward Gibbon.
The proposal solution in order to deal with the complexity of contemporary life and on the other hand, prioritizing the satisfaction of the human who is looking for comfortable life is to put simplicity and complexity together in a same system of style and title it “SIMPLEXSITY”
This document discusses process modeling and data flow diagrams (DFDs). It defines key concepts in process modeling like logical and physical models, processes, data flows, and data stores. It explains how to construct DFDs and the basic elements that make them up, including external entities, processes, and data flows between processes and data stores. The document provides guidance on decomposing processes, identifying different types of processes, and describing the data structures that make up data flows.
This document discusses historiography and the writing of history. It notes that historical discourse produces interpretations based on the information and knowledge available to historians. Historical events can be interpreted differently depending on how they are written about and labeled. The writing of history is bound by the culture it emerges from. Historians aim to recover elements of past theatrical performances like the playing space, audience, performers, and coordination of elements, but what can actually be recovered is limited by surviving texts and evidence.
This document discusses semiotics, or the study of signs and symbols, in architecture. It suggests that all built structures have a unique symbolic language that conveys meaning regardless of intent. Theories of architectural semiotics are debated among scholars. The document also provides brief descriptions of several famous towers from around the world, including the Eiffel Tower, Tokyo Tower, Big Ben, and Azadi Tower in Tehran, noting some key details about their histories and symbolic meanings.
Architecture has long been used deliberately and unintentionally to demonstrate power relationships. For example, Islamic rulers in India built mosques to assert power over the Hindu population. The Taj Mahal, built by Emperor Shah Jahan in 1653, demonstrated the economic wealth and political power of the Mughal state. Indian temple architecture, such as the Meenakshi Temple in Madurai and Jagannath Temple in Puri, symbolized the power of rulers. Mughal architecture, including the Taj Mahal and Red Fort, came to epitomize the empire's height and influence. The British later adopted architectural styles like Indo-Saracenic to portray themselves as powerful successors to the Mughals.
Historiography is the study of how historians have analyzed and interpreted events of the past based on available sources. It examines how different historians' narratives, interpretations, use of evidence, and methods of presentation may vary. Studying historiography helps us understand that history involves interpretation and that historians from different eras or with different perspectives analyze the past differently.
1) Semiotics is the study of meaning-making and interpretation of signs, including how signs are used in language, rituals, culture, images, and architecture.
2) In architecture, the form and functions of buildings can communicate meanings beyond their actual uses. Features like volume, mass, texture, and material can suggest concepts, and designs can evoke feelings in people's minds.
3) Architectural signs have both denotations relating to their functions, as well as connotations relating to deeper meanings and interpretations influenced by cultural and psychological factors. The perception of architecture involves understanding these sign systems.
Hello! Here is my Undergraduate Architectural Portfolio. Please write if you have any queries or suggestions. Happy Reading! :) comment in the section below, if you want the soft copy! :)
This document provides an overview of the course HISTORIOGRAPHY, which examines different approaches to writing history. It covers several topics, including understanding history, pre-modern historiographical traditions from early India, China, Greece/Rome, and the medieval period. It also examines modern approaches like the Annales School, Marxist traditions, and postmodernism. Specific themes in Indian historiography are also addressed, such as the Cambridge School, subaltern studies, and histories of caste, tribe, gender, and the peasantry. The reading list suggests texts on historiography from ancient to modern times, as well as a 20th century overview of the field.
In this class we briefly go over semiotic theory, applying its insights to the communicative function of buildings. We close by discussing Charles Moore's Piazza d'Italia of 1978 and La Strada Novissima at the Venice Biennale of 1980.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Hi, this (very short) deck is mainly meant to help with my Design Studies lessons to undergraduate students at NABA, Media Design and Multimedia Arts School, Milan. These slides are supposed to come with a live commentary for the class, so sorry if you wish to have more explicit context and liaisons. Please see referred sources to this purpose.
The document describes the site plan and design of the National Pensions Building in Helsinki, Finland. The building occupies a triangular plot behind the main road and is surrounded by older buildings. It is a government office building constructed of brick cladding with a modern style. Plans, sections, and details are provided showing the main hall, upper floors, ceramic tile walls, and metal ceiling panels containing heating units.
Institutional religion is one social coordination solution among many that evolved in large-scale societies exceeding kin relations. The document discusses using phylogenetic inference rather than adaptationism to understand the evolution of religion. It defines religion as social institutions that bind ethnically diverse groups and examines the behavioral foundations of religion in human dominance hierarchies, empathy, and cultural transmission.
Mercier and Sperber's argumentative theory of reasoning proposes that:
1) Reasoning evolved primarily for argumentation, not for personal inference or belief formation. It allows humans to construct arguments to convince others and evaluate arguments from others.
2) Reasoning is thus best seen as a communication faculty rather than a truth-seeking process. It helps increase the sharing of information between individuals.
3) Predictions of this theory include that people are biased in their reasoning to find arguments that support their own views, and reasoning in groups tends to be more effective than alone.
The document discusses the concept of essentialism in biology and its history. It argues that the commonly held view that pre-Darwinian biologists were essentialists is incorrect, and that essentialism has never actually played a significant role in biology. The rise of the idea that essentialism dominated pre-Darwinian thought is traced to certain scientists in the mid-20th century seeking to emphasize Darwin's revolutionary ideas on species and evolution. This established view has persisted despite arguments that essentialism was not actually present in biological thought historically.
This document discusses the concept of essentialism in biology and its history. It argues that the idea that pre-Darwinian biologists held an essentialist view that prohibited biological change is incorrect. While the term "essentialism" has been used in various ways, essentialism per se was not prevalent in biology and did not constrain early evolutionary thought. The document traces how the idea of an "Essentialism Story" arose in the mid-20th century and became cemented in scientific thought despite a lack of evidence. It examines different forms of essentialism and argues that some modern formulations are not inherently at odds with evolutionary biology.
This document outlines different styles of systematics and taxonomy that Darwin may have used if he was alive today. It discusses counterfactual history approaches and describes three main styles: phylogenetic systematics which uses character identity and homology; numerical taxonomy which uses character similarity; and evolutionary systematics which uses both homology and adaptation. The document analyzes the logical approaches of each style and the types of diagrams they generate, such as cladograms, phenograms, and phylograms. It also discusses Linnaean taxonomy and George Gaylord Simpson's concept of "adaptive zones".
A talk based on my chapter in _Species Problems and Beyond_ (CRC Press, 2022) in which I argue that some concepts are neither model-based as Nercessian argues, nor theory-derived, but come from the operative traditions as they develop out of folk concepts.
This document discusses different theories around deep time and catastrophism in geology. It covers Baron Georges Cuvier's theory that catastrophic events caused extinction and were followed by new creations. It also discusses theories of uniformitarianism and debates around vulcanism versus neptunism. Other topics covered include early views of an old earth, the development of ideas around deep time, the Alvarez hypothesis of an asteroid impact causing the K-T extinction event, evidence for this like the Chicxulub crater and tektites, and debates around the role of the Deccan Traps volcanic eruptions.
History of Nature 4a Engineered Landscapes.pdfJohn Wilkins
This document discusses the history of engineered landscapes and how humans have shaped the natural world through agriculture, settlements, fire use, water management structures, and designed spaces like gardens and parks. It provides examples of early villages and fields near resources, Roman aqueducts, Australian Aboriginal "fire-stick farming" and eel traps, Bali's intricate irrigation systems and temples, 18th century geometric gardens in France and the English landscape garden style. The role of botanical gardens in conservation is also mentioned.
History of Nature 3a Voyages of Discovery.pdfJohn Wilkins
The document discusses the history of voyages of discovery from the 15th to 19th centuries. It describes how these voyages led to the rise of global trade in spices, the Columbian Exchange of plants, animals and diseases between the Old World and New World, the development of colonialism and the transatlantic slave trade. Key figures discussed include Darwin, Wallace and Merian, whose voyages contributed to the development of biology, ecology and the theory of evolution through natural selection.
The document discusses the Anthropocene epoch from geological and environmental perspectives. It notes that the term "Anthropocene" has two uses: a general one among social scientists referring to human impacts on the planet, and a specific geological meaning referring to evidence of human activity that will be visible to future geologists. It explores potential dates for the beginning of the Anthropocene, from the extinction of megafauna to the Industrial Revolution. Evidence cited includes rising extinction rates, climate change, plastic pollution, and isotopes from nuclear testing preserved in sediments. The growth of plastic waste polluting oceans is highlighted as a defining feature of the Anthropocene.
History of Nature 10a Repairing Nature.pdfJohn Wilkins
This document discusses various topics related to repairing nature through restoration ecology, rewilding, and de-extinction. It explores definitions of key concepts like invasive species, examines debates around restoration goals and time periods, and questions whether resurrecting extinct species can truly restore ecological roles and functions. The document also raises issues regarding the ethics of large-scale technological interventions in nature through geoengineering and questions about balancing human and environmental rights when repairing ecosystems.
History of Nature 5a Measuring the World.pdfJohn Wilkins
This document discusses the history and development of natural history and related scientific disciplines around 1800. It focuses on the increasing emphasis on precision, quantification, and measurement in natural history during this time period. Key figures discussed include Alexander von Humboldt, who developed the idea of conducting portable laboratory science on explorations and made extensive measurements throughout his travels. The document also describes Humboldt's influence in developing techniques like using isolines on maps to relate different measurements and his role in inventing the modern concept of a unitary nature.
The document discusses several key issues around defining and understanding human nature from an evolutionary perspective:
- Evolutionary explanations of human behavior must avoid observer bias and projecting cultural norms as biological facts.
- It is important to distinguish whether explanations are addressing proximate mechanisms, ontogeny, phylogeny, or adaptive function using Tinbergen's framework.
- Not all traits are directly adaptive - some may be non-adaptive byproducts.
- Understanding human nature requires comparing humans to our nearest relatives like chimpanzees to identify universal ape traits versus uniquely human characteristics.
History of Nature 6a Darwinian Revn.pdfJohn Wilkins
This document provides an overview of Darwin and Wallace's seven main theories of evolution: 1) Evolution itself, 2) Common descent, 3) Struggle for existence, 4) Natural selection, 5) Sexual selection, 6) Biogeography, and 7) Pangenesis. It summarizes each theory concisely, highlighting Darwin and Wallace's key ideas about transmutation, shared ancestry, competition for survival, heritable advantageous variations, mate choice influences, regional distribution of species, and Darwin's failed theory of inheritance. The document traces the development of evolutionary thought leading up to and following Darwin's seminal work.
History of Nature 7a Invention Environmentalism2.pdfJohn Wilkins
This document provides an overview of the history of environmentalism and key related concepts. It discusses how the concept of wilderness evolved in Europe and was defined from a Eurocentric perspective. It also outlines the development of ecology as a field in the late 19th century with contributions from thinkers like Haeckel, Warming, and Elton. The document then discusses the state of the environment in the 19th century due to industrialization, as well as the establishment of the first national parks in the US to protect wilderness areas like Yosemite and Yellowstone. Influential figures like John Muir who advocated for conservation are also mentioned.
History of Nature 8a Human Nature 2.pdfJohn Wilkins
The document discusses theories of human nature from an evolutionary perspective. It covers topics like human evolution, nature versus nurture, morality, cooperation and competition, and theories of human origins. Regarding morality, it discusses perspectives that see morality as either imposed by an external force like God or society, or as having evolved through natural selection as a way to regulate cooperation within social groups. It also summarizes ideas from thinkers like Darwin, Kropotkin, and Trivers about how sympathy, mutual aid, and reciprocal altruism could have evolved and helped humans to survive and thrive through cooperation.
History of Nature 21 2b Sacred Nature.pdfJohn Wilkins
This document discusses various examples of sacred nature throughout history. It mentions sacred groves and trees from ancient Greece and Hindu traditions. It also describes the Norse concept of the world tree Yggdrasil. Several passages provide perspectives on the importance of preserving forests, including quotes from John Muir advocating to stop the damming of Hetch Hetchy Valley. The document concludes by describing modern church forests in Ethiopia that have been preserved for religious and cultural significance.
History of Nature 10b Houston we have a problem.pdfJohn Wilkins
This document discusses various approaches to addressing climate change, including geoengineering techniques that aim to control the climate but face many risks and problems. It notes that rising carbon dioxide levels have led to an uncontrolled experiment with the Earth's climate. While a low-carbon future could help mitigate global warming, current trajectories suggest business as usual. The document raises whether a large-scale coordinated effort like the post-WWII Marshall Plan could help finance solutions to environmental problems globally.
The document discusses the concept of nature and the environment from several perspectives:
1) It explores the history of conservation biology and key thinkers like Aldo Leopold.
2) It examines concepts like ecosystems, novel ecosystems, and urban landscapes in the context of increasing human intervention in nature.
3) It outlines philosophies of nature like deep ecology and their focus on intrinsic value versus human interests.
4) It references the emerging idea of the Anthropocene epoch and the significant impact that human activity now has on the planet.
History of Nature 7b Spaceship Earth.pdfJohn Wilkins
This document discusses the metaphor of the Earth as a spaceship and how thinkers throughout history have used this metaphor. It mentions that the idea of spaceship Earth was discussed as early as 1879 by Henry George in his book Progress and Poverty. Later thinkers like George Orwell and Adlai Stevenson also invoked the metaphor. The document then discusses how systems theory views the Earth's ecosystems, economies, and human systems as interconnected complex networks and emphasizes the need to understand them as such in order to ensure the sustainability and resilience of the whole system.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.