...Term Paper Mathematics NAME: BIPIN SHARMA ROLL NO: B59 SECTION: C1903 Conics Conic sections are the curves which result from the intersection of a plane with a cone. These curves were studied and revered by the ancient Greeks, and were written about extensively by both Euclid and Appolonius. They remain important today, partly for their many and diverse applications. Although to most people the word “cone” conjures up an image of a solid figure with a round base and a pointed top, to a mathematician a cone is a surface, one which is obtained in a very precise way. Imagine a vertical line, and a second line intersecting it at some angle f (phi). We will call the vertical line the axis, and the second line the generator. The angle f between them is called the vertex angle. Now imagine grasping the axis between thumb and forefinger on either side of its point of intersection with the generator, and twirling it. The generator will sweep out a surface, as shown in the diagram. It is this surface which we call a cone. Notice that a cone has an upper half and a lower half (called the nappes), and that these are joined at a single point, called the vertex. Notice also that the nappes extend indefinitely far both upwards and downwards. A cone is thus completely determined by its vertex angle. Now, in intersecting a flat plane with a cone, we have three choices, depending on the angle the plane makes to the vertical axis of the cone. First, we may...
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...Advanced linear algebra M. Anthony, M. Harvey MT2118, 2790118 2011 Undergraduate study in Economics, Management, Finance and the Social Sciences This is an extract from a subject guide for an undergraduate course offered as part of the University of London International Programmes in Economics, Management, Finance and the Social Sciences. Materials for these programmes are developed by academics at the London School of Economics and Political Science (LSE). For more information, see: www.londoninternational.ac.uk This guide was prepared for the University of London International Programmes by: Professor M. Anthony, BSc, MA, PhD and Dr M. Harvey, BSc, MSc, PhD, Department of Mathematics, The London School of Economics and Political Science. This is one of a series of subject guides published by the University. We regret that due to pressure of work the authors are unable to enter into any correspondence relating to, or arising from, the guide. If you have any comments on this subject guide, favourable or unfavourable, please use the form at the back of this guide. University of London International Programmes Publications Office Stewart House 32 Russell Square London WC1B 5DN United Kingdom Website: www.londoninternational.ac.uk Published by: University of London © University of London 2006 Reprinted with minor revisions 2011 The University of London asserts copyright over all material in this subject guide except where otherwise indicated....
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...MATHEMATICS has played a significant role in the development of Indian culture for millennia. Mathematical ideas that originated in the Indian subcontinent have had a profound impact on the world. Swami Vivekananda said: ‘you know how many sciences had their origin in India. Mathematics began there. You are even today counting 1, 2, 3, etc. to zero, after Sanskrit figures, and you all know that algebra also originated in India.’ It is also a fitting time to review the contributions of Indian mathematicians from ancient times to the present, as in 2010, India will be hosting the International Congress of Mathematicians. This quadrennial meeting brings together mathematicians from around the world to discuss the most significant developments in the subject over the past four years and to get a sense of where the subject is heading in the next four. The idea of holding such a congress at regular intervals actually started at The Columbian Exhibition in Chicago in 1893. This exhibition had sessions to highlight the advancement of knowledge in different fields. One of these was a session on mathematics. Another, perhaps more familiar to readers of Prabuddha Bharata, was the famous Parliament of Religions in which Swami Vivekananda first made his public appearance in the West. Following the Chicago meeting, the first International Congress of Mathematicians took place in Zurich in 1897. It was at the next meeting at Paris in 1900 that Hilbert...
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...take ENG 101, ENG 102 and ENG 105. Note: students exempted from ENG 101 and ENG 102 will have to take ENG 105, ENG 106, ENG 202 Computer Skills CIS 101* CSC 101** Fundamentals of Computer System Introduction to Computer Science 3 3 3 * For students without basic knowledge of computer **For students with basic knowledge of computer & mandatory for students with Major in subjects offered from the SECS Numeracy MAT 100* MAT 210* Basic University Mathematics 1 Basic University Mathematics 2 6 3 3 3 *MAT 100 and MAT 210 mandatory for SLAS majors(English, Media & Communication, Anthropology) other than Sociology MAT 101* MAT 211* MAT 102* MAT 212* Intermediate University Mathematics II Probability and Statistics Introduction to Linear Algebra & Calculus Probability & Statistics for Sc. & Engr. 3 3 3 3 **MAT 101and MAT 211 mandatory for Business/SESM/Sociology majors $MAT 102 and $MAT 212 is mandatory for students with major in Engineering and Computer Science Natural 7-8 Sciences CHE 101* Chemistry 3 CHE 101L* PHY 101** PHY 101L** PHY 102** PHY 102** BIO 102 BIO 102T CHE 102 CHE102T ENV 101 ENV 102 ENV 102T PSY 201 Chemistry Lab University Physics-I University Physics-I Lab University Physics-II University Physics-II Lab...
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...A. THE QUR'AN 1. First, a little background on the Qur'an. Last time you'll recall we discussed the emergence of the Qur'an and the belief that it is a divine revelation from Allah. According to Islamic tradition, in the year 610 A.D. Muhammad received his first revelation from the angel Gabriel during the ninth month of Ramadan, outside the city of Mecca. I mentioned how,over a period of time from 610 when he received his first revelation to his death in 632, Muhammad had a number of revelations which today compose the 114 chapters or Surahs known as the Qur'an. 2. Now the Qur'an, just to kind of orient you to the Qur'an, is organized in a way that may be somewhat familiar to you in that it is somewhat similar to what we find at least in the epistles of Paul in the New Testament. The chapters of the Qur'an are not arranged according to chronology, but according to size, just the way the Pauline epistles are arranged according to their length, from the largest, the longest - Romans, down to the shortest. In the same way, you have the Qur'an organized according to the longest Surahs to the shortest Surahs without any particular reference to the timeframe in which they're given. 3. This sometimes can create some difficulty or dissonance when reading the Qur'an because the Qur'an also adopts what is known as "abrogation." Abrogation means that an earlier revelation can be abrogated, or overturned, by a later revelation, and so sometimes the abrogation occurs prior to when you...
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...TLFeBOOK WHAT READERS ARE SAYIN6 "I wish I had had this book when I needed it most, which was during my pre-med classes. I t could have also been a great tool for me in a few medical school courses." Or. Kellie Aosley8 Recent Hedical school &a&ate "CALCULUS FOR THE UTTERLY CONFUSED has proven to be a wonderful review enabling me t o move forward in application of calculus and advanced topics in mathematics. I found it easy t o use and great as a reference for those darker aspects of calculus. I' Aaron Ladeville, Ekyiheeriky Student 'I1am so thankful for CALCULUS FOR THE UTTERLY CONFUSED! I started out Clueless but ended with an All' Erika Dickstein8 0usihess school Student "As a non-traditional student one thing I have learned is the Especially in importance of material supplementary t o texts. calculus it helps to have a second source, especially one as lucid and fun t o read as CALCULUS FOR THE UTTERtY CONFUSED. Anyone, whether you are a math weenie or not, will get something out of this book. With this book, your chances of survival in the calculus jungle are greatly increased.'I Brad &3~ker, Physics Student Other books i the Utterly Conhrsed Series include: n Financial Planning for the Utterly Confrcsed, Fifth Edition Job Hunting for the Utterly Confrcred Physics for the Utterly Confrred CALCULUS FOR THE UTTERLY CONFUSED Robert M. Oman Daniel M. Oman McGraw-Hill New York San Francisco Washington, D.C. Auckland Bogoth Caracas Lisbon...
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...examines issues in macroeconomic policy. Macroeconomic relationships, covering consumption, investment, money and employment, are explored in detail. Macro-dynamic relationships, especially those linking inflation and unemployment, are also considered. Exchange rates and open economy macroeconomics are also addressed. In the last part of the unit, topics include the determinants and theories of economic growth, productivity and technology, the dynamics of the business cycle, counter-cyclical policy and the relationship between micro and macro policy in the context of recent Australian experience. Pre-requisite units ECON1002 Assumed knowledge or skills It will be assumed that students know (a) how to read and draw graphs (b) how to use algebra to solve simple equations and (c) what a derivative is and how to differentiate simple functions. Students are also assumed to have the...
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...Term Paper On Matrices and its Application | Chapter-01: Introduction | 1-3 | 1.1 Background of the Study | 1 | 1.2 Origin of the Study | 2 | 1.3 Objective of the Study | 2 | 1.4 Methodology of the Study | 3 | 1.5 Scope and Limitation of the Study | 3 | Chapter-02: Theoretical Overview | 4-8 | 2.1 Definition of Matrix | 4 | 2.2 Matrix Notation | 4 | 2.3 History of Matrix | 5 | 2.4 Types of Matrix | 6 | 2.4.1 Row Matrix | 6 | 2.4.2 Column Matrix | 6 | 2.4.3 Rectangular Matrix | 6 | 2.4.4 Square Matrix | 6 | 2.4.5 Zero Matrix | 7 | 2.4.6 Upper Triangular Matrix | 7 | 2.4.7 Lower Triangular Matrix | 7 | 2.4.8 Diagonal Matrix | 7 | 2.4.9 Scalar Matrix | 7 | 2.4.10 Identity Matrix | 8 | 2.4.11 Transpose Matrix | 8 | 2.4.12 Regular Matrix | 8 | 2.4.13 Singular Matrix | 8 | Chapter-03: Matrices Operation | 9-15 | 3.1. Properties of matrix operation | 9 | 3.1.1 Properties of subtraction | 9 | 3. 1.2 Properties of Addition | 9 | 3.1.3 Properties of Matrix Multiplication | 10 | 3.1.4 Properties of Scalar Multiplication | 10 | 3.1.5 Properties of the Transpose of a Matrix | 10 | 3.2 Matrix Operation | 11 | 3.2.1 Matrix Equality | 12 | 3.2.2 Matrix Addition | 12 | 3.2.3 Matrix Subtraction | 12 | 3.2.4 Matrix Multiplication | 12 | 3.2.5 Multiplication of Vectors | 14 | 3.3 Inverse of Matrix | 15 | 3.4 Elementary Operations | 15 | Chapter-04: Application of Matrix | 16-21 | 4...
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...the essentials of Linda Null and Julia Lobur JONES AND BARTLETT COMPUTER SCIENCE the essentials of Linda Null Pennsylvania State University Julia Lobur Pennsylvania State University World Headquarters Jones and Bartlett Publishers 40 Tall Pine Drive Sudbury, MA 01776 978-443-5000 info@jbpub.com www.jbpub.com Jones and Bartlett Publishers Canada 2406 Nikanna Road Mississauga, ON L5C 2W6 CANADA Jones and Bartlett Publishers International Barb House, Barb Mews London W6 7PA UK Copyright © 2003 by Jones and Bartlett Publishers, Inc. Cover image © David Buffington / Getty Images Illustrations based upon and drawn from art provided by Julia Lobur Library of Congress Cataloging-in-Publication Data Null, Linda. The essentials of computer organization and architecture / Linda Null, Julia Lobur. p. cm. ISBN 0-7637-0444-X 1. Computer organization. 2. Computer architecture. I. Lobur, Julia. II. Title. QA76.9.C643 N85 2003 004.2’2—dc21 2002040576 All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without written permission from the copyright owner. Chief Executive Officer: Clayton Jones Chief Operating Officer: Don W. Jones, Jr. Executive V.P. and Publisher: Robert W. Holland, Jr. V.P., Design and Production: Anne Spencer V.P., Manufacturing and...
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...arXiv:math.DG/0207039 v1 3 Jul 2002 Exterior Differential Systems and Euler-Lagrange Partial Differential Equations Robert Bryant Phillip Griffiths July 3, 2002 Daniel Grossman ii Contents Preface Introduction 1 Lagrangians and Poincar´-Cartan Forms e 1.1 Lagrangians and Contact Geometry . . . . . . . . . 1.2 The Euler-Lagrange System . . . . . . . . . . . . . . 1.2.1 Variation of a Legendre Submanifold . . . . . 1.2.2 Calculation of the Euler-Lagrange System . . 1.2.3 The Inverse Problem . . . . . . . . . . . . . . 1.3 Noether’s Theorem . . . . . . . . . . . . . . . . . . . 1.4 Hypersurfaces in Euclidean Space . . . . . . . . . . . 1.4.1 The Contact Manifold over En+1 . . . . . . . 1.4.2 Euclidean-invariant Euler-Lagrange Systems . 1.4.3 Conservation Laws for Minimal Hypersurfaces 2 The 2.1 2.2 2.3 2.4 2.5 Geometry of Poincar´-Cartan Forms e The Equivalence Problem for n = 2 . . . . . . . Neo-Classical Poincar´-Cartan Forms . . . . . . e Digression on Affine Geometry of Hypersurfaces The Equivalence Problem for n ≥ 3 . . . . . . . The Prescribed Mean Curvature System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v vii 1 1 7 7 8 10 14 21 21 24 27 37...
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...A Framework for Research and Curriculum Development in Undergraduate Mathematics Education Mark Asiala Purdue University W. Lafayette, Indiana Anne Brown Indiana University South Bend South Bend, Indiana David J. DeVries Georgia College Milledgeville, Georgia Ed Dubinsky Purdue University W. Lafayette, Indiana David Mathews Central Michigan University Mt. Pleasant, Michigan Karen Thomas University of Wisconsin-Platteville Platteville, Wisconsin c November 4, 1997 Abstract Over the past several years, a community of researchers has been using and re ning a particular framework for research and curriculum development in undergraduate mathematics education. The purpose of this paper is to share the results of this work with the mathematics education community at large by describing the current version of the framework and giving some examples of its application. Our framework utilizes qualitative methods for research and is based on a very speci c theoretical perspective that is being developed through attempts to understand the ideas of Piaget concerning re ective abstraction and reconstruct them in the context of college level mathematics. Our approach has three components. It begins with an initial theoretical analysis of what it means to understand a concept and how that understanding can be constructed by the learner. This leads to the design of an instructional treatment that focuses directly on trying to get students to make the constructions called for by the analysis....
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...Advanced Problems in Core Mathematics Stephen Siklos Fourth edition, October 2008 ABOUT THIS BOOKLET This booklet is intended to help you to prepare for STEP examinations. It should also be useful as preparation for any undergraduate mathematics course, even if you do not plan to take STEP. The questions are all based on recent STEP questions. I chose the questions either because they are ‘nice’ – in the sense that you should get a lot of pleasure from tackling them – or because I felt I had something interesting to say about them. In this booklet, I have restricted myself (reluctantly) to the syllabus for Papers I and II, which is the A-level core (i.e. C1 to C4) with a few additions. This material should be familiar to you if you are taking the International Baccalaureate, Scottish Advanced Highers or other similar courses. The first two questions (the sample worked questions) are in a ‘stream of consciousness’ format. They are intended to give you an idea how a trained mathematician would think when tackling them. This approach is much too long-winded to sustain, but it should help you to see what sort of questions you should be asking yourself as you work through the later questions. I have given each of the subsequent questions a difficulty rating ranging from (∗) to (∗ ∗ ∗). A question labelled (∗) might be found on STEP I; a question labelled (∗∗) might be found on STEP II; a question labelled (∗ ∗ ∗) might be found on STEP III. But difficulty in mathematics...
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...Introductory Physics I Elementary Mechanics by Robert G. Brown Duke University Physics Department Durham, NC 27708-0305 rgb@phy.duke.edu Copyright Notice Copyright Robert G. Brown 1993, 2007, 2013 Notice This physics textbook is designed to support my personal teaching activities at Duke University, in particular teaching its Physics 141/142, 151/152, or 161/162 series (Introductory Physics for life science majors, engineers, or potential physics majors, respectively). It is freely available in its entirety in a downloadable PDF form or to be read online at: http://www.phy.duke.edu/∼rgb/Class/intro physics 1.php It is also available in an inexpensive (really!) print version via Lulu press here: http://www.lulu.com/shop/product-21186588.html where readers/users can voluntarily help support or reward the author by purchasing either this paper copy or one of the even more inexpensive electronic copies. By making the book available in these various media at a cost ranging from free to cheap, I enable the text can be used by students all over the world where each student can pay (or not) according to their means. Nevertheless, I am hoping that students who truly find this work useful will purchase a copy through Lulu or a bookseller (when the latter option becomes available), if only to help subsidize me while I continue to write inexpensive textbooks in physics or other subjects. This textbook is organized for ease of presentation and ease of learning. In particular, they are...
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...Probability and Statistics for Finance The Frank J. Fabozzi Series Fixed Income Securities, Second Edition by Frank J. Fabozzi Focus on Value: A Corporate and Investor Guide to Wealth Creation by James L. Grant and James A. Abate Handbook of Global Fixed Income Calculations by Dragomir Krgin Managing a Corporate Bond Portfolio by Leland E. Crabbe and Frank J. Fabozzi Real Options and Option-Embedded Securities by William T. Moore Capital Budgeting: Theory and Practice by Pamela P. Peterson and Frank J. Fabozzi The Exchange-Traded Funds Manual by Gary L. Gastineau Professional Perspectives on Fixed Income Portfolio Management, Volume 3 edited by Frank J. Fabozzi Investing in Emerging Fixed Income Markets edited by Frank J. Fabozzi and Efstathia Pilarinu Handbook of Alternative Assets by Mark J. P. Anson The Global Money Markets by Frank J. Fabozzi, Steven V. Mann, and Moorad Choudhry The Handbook of Financial Instruments edited by Frank J. Fabozzi Collateralized Debt Obligations: Structures and Analysis by Laurie S. Goodman and Frank J. Fabozzi Interest Rate, Term Structure, and Valuation Modeling edited by Frank J. Fabozzi Investment Performance Measurement by Bruce J. Feibel The Handbook of Equity Style Management edited by T. Daniel Coggin and Frank J. Fabozzi The Theory and Practice of Investment Management edited by Frank J. Fabozzi and Harry M. Markowitz Foundations of Economic Value Added, Second Edition by James L. Grant Financial Management and Analysis, Second Edition...
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...Chapter 2 An Overview of Formal Methods Tools and Techniques The goal of this chapter is to give an overview of the different approaches and tools pertaining to formal methods. We do not attempt to be exhaustive, but focus instead on the main approaches. After reading the chapter the reader will be familiar with the terminology of the area, as well as with the most important concepts and techniques. Moreover the chapter will allow the reader to contextualise and put into perspective the topics that are covered in detail in the book. Why do we need an overview of formal methods? Why not just study one rigorous method for software development? This is a very pertinent and legitimate question. The behavioural essence of software is not captured by a unique unified mathematical theory. Such a general foundation is unlikely to exist. Think for instance about the diversity of programming language paradigms and theories, and the resulting jungle of existing computer programming languages. Is there a definite paradigm (or, even, language) that makes obsolete all the other ones? Clearly not. Different languages will be chosen by different people to solve the same problem, and someone may well use different languages to solve different problems. Similarly, depending on the goals of the software designers and of the verification process, one may prefer a theory over another one, and even use more than one theory (and related formal methods techniques and tools), in the context of the development...
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