Polinomio minimo. Teorema di Caley-Hamilton. Polinomio minimo di un endomorfismo risp. Teoremi per la determinazione del polinomio minimo. Forma Canonica di Jordan. Autospazi generalizzati. Teorema di decomposizione primaria. Blocchi di Jordan. Teorema di riduzione in forma canonica di Jordan. Topological spaces. Topological closure, Interior of a set. Neighbourhood of a point, local basis of neighbourhoods, topological bases and sub-bases. Perfect sets, dense sets. Boundary of a set. Continuous mpas. Continuity at a point. Continuous and open mpas. Homeomorphism and relative characterization.
Direct image topology. Subspaces of a topological space. Subspaces and continuous maps. Product of topological spaces finite and infinite case.
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Quotient spaces and continuous maps. Axioms of separation and numerability. Metric spaces. Metric spaces and isometries. Metric topology. Metrisable spaces, equivalent metric spaces. Numerability axioms in a metric space. Metric spaces are Hausdorff. Subspaces of a metric space. Product of metric spaces. Convergent sequences of points in a topological space. Sequentially continuous maps. Connected topological spaces. Convex sets. Connected spaces and continuous maps. Connected components. Compact topological spaces. The Wallace's theorem, compactness and topological closure. Compact spaces and continuous maps.
Product of compact topological spaces, The Tychonoff's theorem statement only. Triangular endomorphisms.
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Minimum polynomial. The Caley-Hamilton's theorem. The Minimum polynomial of an endomorphism resp. Theorems for the determination of the minimum polynomial. The Jordan Canonical Form. Generalized eigenspaces. The primary decomposition theorem. Jordan Blocks. Determining the number of Jordan blocks of a fixed order of a fixed eigenvalue. Obtaining the Jordan Canonical Form. Particular attention is devoted to the study of conics and quadrics. Saper estrapolare e interpretare i dati ritenuti utili a determinare giudizi autonomi riguardanti sia problemi strettamente collegati alle tematiche sviluppate nel corso, sia problemi a carattere prettamente pratico.
Making judgments. L'esame finale consiste di una prova scritta.
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- Soluzioni della seconda prova di Inglese - Maturità - Docsity.
The final exam consists of a written test. The use of smartphones or computers of any kind is not permitted. What is written in pencil is not evaluated. There are also two written partial exams exonerations to be agreed with the students who take the course only those who attend lessons can take part.
Matrici: definizione e operazioni. Regola di Laplace. Teorema di Binet. Matrici invertibili. Rango di una matrice. Regola di Cramer. Vettori Geometrici. Definizione e operazioni. Prodotto di uno scalare per un vettore. Lineare indipendenza. Prodotto scalare. Prodotto vettoriale. Prodotto misto. Riferimento Cartesiano ortogonale. Coordinate cartesiane.
Retta per due punti. Equazione cartesiane ed equazioni parametriche di una retta. Mutua posizione di due rette. Angolo tra rette. Fascio di rette. Distanza tra due punto, distanza punto-retta. Le coniche come sezioni di un cono. Le coniche come luoghi geometrici. Coniche in forma canonica.
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Le coniche come curve algebriche: equazione generale di una conica. Invarianti di una conica. Riduzione in forma canonica di una conica. Geometria analitica nello spazio. Equazione cartesiano ed equazioni parametriche di un piano. Mutua posizione di due piani. Angoli tra piani. Fasci di piani. Retta: equazioni cartesiane ed equazioni parametriche. Mutua posizione retta-piano.
Angolo tra retta e piano. Distanza punto-retta, punto-piano. Superfici e curve nello spazio. Curve piane e curve sghembe. Superfici rigate. Systems of linear equations. Matrices: definition and operations. The Laplace rule. The Binet's theorem.
Invertible matrices. Rank of a matrix. Systems of Linear equations. The Cramer's Rule. Geometric Vectors. Definition and operations. Linear independence. Scalar product. Mixed product. Plane Analytic Geometry. Cartesian frame of reference. Cartesian coordinates. Mutual position of two lines. Angle between lines. Distance between two points, distance between a point and a line. The Circumference. The Conics. The conics as sections of a cone. The conics as geometric places. The canonical form of a conic. Center, axes, vertices, asymptotes, fires and directives. Eccentricity of a conic.
Conics as algebraic curves: general equation of a conic. Invariants of a conic. Reduction to the canonical form of a conic. Space Analytic geometry. Cartesian equation and parametric equations of a plane. Mutual position of two planes. Angles between planes. Bundles of planes. Mutual position line-plane. Distance between a point and a line, distance between a point and a plane.
Distance between parallel lines, distance between a line and parallel plane, distance between parallel planes, distance between skew lines. Spheres and circumferences in the space. Surfaces and curves. Cones and cylinders. Possedere una buona di conoscenza degli argomenti classici di Algebra Lineare e di Geometria Proiettiva del piano. Saper riprodurre autonomamente, in maniera rigorosa, i contenuti acquisiti nel corso. Saper comunicare problemi, soluzioni e dimostrazioni inerenti ad argomenti sviluppati nel corso a interlocutori specialisti e non specialisti.
Saper collegare correttamente, sintetizzare argomenti Algebra Lineare e di Geometria Proiettiva. Essere in grado di comprendere, autonomamente, testi sia di Algebra Lineare che di Geometria Proiettiva. Know how to use them in the exercise resolution. Lifelong Learning skills. Being able to autonomously understand both Linear Algebra and Projection Geometry texts.
L'esame finale consiste di una prova scritta e di una prova orale. Sono, inoltre, previste due prove scritte intermedie esoneri da concordarsi con gli studenti che seguono il corso. Gli studenti che ottengono la sufficienza in entrambe le prove scritte sono esonerati dal sostenere la prova scritta fino alla sessione di Settembre e potranno presentarsi a sostenere la prova orale.
The part written by using pencils is not assessed. In addition, intermediate written tests exonerations are scheduled to be agreed with the students who take the course. Essere fortemente motivati nella comprensione e nello studio della matematica! Be strongly motivated in understanding and studying mathematics! Forme bilineari. Spazio vettoriale delle forme bilineari.
Matrice associata e rappresentazioni matriciali rispetto a basi diverse. Rango di una forma bilineare. Forme bilineari e simmetriche. Vettori ortogonali, vettori isotropi. Sottospazi ortogonali. Nucleo di una forma bilineare simmetrica. Forme bilineari simmetriche degeneri e non degeneri. Teorema di rappresentazione di Riesz per spazi vettoriali muniti di una forma bilineare, simmetrica non degenere.
Forma quadratica associata e formula di polarizzazione. Basi ortogonali. Teoremi di esistenza delle stesse in spazi vettoriali su un campo algebricamente chiuso e sul campo dei numeri reali. Teorema di Sylvester e segnatura di una forma bilineare simmetrica reale. Classificazione degli spazi metrici reali. Prodotto scalare e spazio vettoriale euclideo. Norma di un vettore. Angolo convesso non orientato tra vettori non nulli. Basi ortonormali. Procedimento di ortonormalizzazione di Gram-Schmidt. Proiezione ortogonale. Autovalori ed autovettori di un endomorfismo simmetrico. Correlazione tra forme bilineari, simmetriche ed endomorfismi simmetrici.
Radice quadrata di un endomorfismo simmetrico semidefinito positivo. Trasformazioni ortogonali. Caratterizzazione ed esempi. Gruppo ortogonale. Teorema di decomposizione polare. Classificazione delle trasformazioni ortogonali nel piano e nello spazio. Teorema di Eulero. Movimenti isometrie.
Classificazione dei movimenti nel piano e nello spazio. Coniche e curve algebriche piane. Piano proiettivo. Riferimento proiettivo. Coordinate proiettive omogenee. Trasformazioni proiettive. Gruppo proiettivo generale lineare 3-dimensionale. Rango di una conica. Classificazione proiettiva delle coniche in un piano proiettvo su un campo algebricamente chiuso e sul campo dei numeri reali.
Punti interni ed esterni di una conica reale. Centro e diametri di una conica. Piano affine. Trasformazioni affini. Gruppo affine 2-dimensionale. Classificazione affine delle coniche in un campo algebricamente chiuso ed in R. Gruppo delle isometrie movimenti nel piano. Classificazione metrica delle coniche. Fasci di coniche. Curve algebriche piane. Teorema di Bezout enunciato. Punti semplici, punti multipli e loro caratterizzazione.
Punti di flesso e curva Hessiana. Esistenza di punti multipli e massimo numero di punti doppi. Studio di un punto cuspidale. Genere di una curva e curve razionali. Bilinear forms. The vector space of bilinear forms. Rank of a bilinear form. Orthogonal vectors, isotropic vectors. Orthogonal subspaces. Quadratic form and polarization formula. Orthogonal bases. Classification of real metric spaces. Scalar product and Euclidean vector space. Properties and examples.
Orthonormal bases. The Gram-Schmidt ortonormalization. Orthogonal projections. Relation between bilinear, symmetrical and symmetrical endomorphisms. Orthogonal maps. Characterization and examples. Orthogonal group. The polar decomposition theorem.
Classification of orthogonal transformations in dimension 2 and 3. The Euler's theorem. Classification of the isometries in dimension 2 and 3. Conics and plane algebraic curves. Projective plane. Projective frame. Homogeneous projective coordinates. Projective maps. The 3-dimensional linear general projective group. Conics: definition and projective properties. Rank of a conic. The reciprocity theorem. Internal and external points of a real conic. Center and diameters of a conic. The affine plane. The 2-dimensional affine group. Affine classifications of conics in an algebraically closed field and in R.
Metric classification of conics. Canonical form of a conic. Plane algebraic curves. Geometric meaning of the order. The Bezout's theorem statement. Simple points, multiple points and their characterization. Flex points and the Hessian curve. The existence of multiple points and the maximum number of double points. The study of a cuspidal point. Curve type and rational curves. Elementi di Teoria dei Numeri. Sistema completo di residui modulo un intero. Piccolo Teorema di Fermat. Teorema Cinese dei Resti. Funzione "Phi" di Eulero.
Simbolo di Legendre. Somme Gaussiane. Simbolo di Jacobi. What sort of issues do women involved in public life tend to address? Women tend to address issues regarding family, education and health. How is female talent under-utilized in business? Usually female talent in business is under-utilized because of the lack of progress or no progress at all. Provide 2 details from the text showing the importance of having more women in leadership roles.
In a so fast-growing word, diversity is the key to success, and women may contribute to leadership in a different way from men; moreover, female leaders are more likely to foster corporate sustainability and economic growth. The text argues the case for gender parity and shows some of the effects of not achieving it for women. Think about the role of women in history, in public life and in current society. How aware do you think young people are of the existence of gender gaps in the society you live in? What do you think might be done to create awareness in young people of your age?
Write a composition of about words expressing your opinions and ideas on the matter and using examples to support them. The existence of gender gaps may seem to be over in the modern society. Actually, gender gaps still exist, even if they have shifted from one place to another, changing in shape but not in nature. For example, there is still a clear stereotype about school and studies: boys are supposed to follow more scientific study paths such as medicine, maths, engineering, whereas most of girls can be found in more abstract and intellectual courses such as philosophy, languages, communication.
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This is true also in career paths, where most of scientists, engineers and business leader are male, whereas there are lots of female teachers, caregivers, researchers. In my opinion, this is due to a deep- rooted stereotype in our society, which wants the man to work and earn a living while the woman takes care of the family and the house. This basic distinction has made men and women be associated to different types of job — men are often seen as working hard, doing long hours, managing great amount of money; women deal with issues relating to children, health, home, family sustainability.
I believe that young people in the modern world are still someway trapped in this stereotype, and this is reflected in the way boys behave with girls and vice versa — boys seeing the girls as a tool for sexual pleasure, girls looking to boys as a source for love and support. This situation should be addressed through more education and awareness in schools and families: young people from both genders should be taught to pay respect to each other, especially during a so sensitive period like adolescence. What happened? My father also had gone away one day and never come back; but he was fighting in the war.
The people my father was fighting — the bandits, they are called by our government — ran all over the place and we ran away from them like chickens chased by dogs. Our mother went to the shop because someone said you could get some oil for cooking. Perhaps she met the bandits. If you meet them, they will kill you.
My mother found some pieces of tin and we put those up over part of the house. We were waiting there for her that night she never came back. We were frightened to go out, even to do our business, because the bandits did come. Not into our house — without a roof it must have looked as if there was no one in it, everything gone — but all through the village. We heard people screaming and running. We were afraid even to run, without our mother to tell us where. I am the middle one, the girl, and my little brother clung against my stomach with his arms round my neck and his legs round my waist like a baby monkey to its mother.
All night my first-born brother kept in his hand a broken piece of wood from one of our burnt house-poles. It was to save himself if the bandits found him. We stayed there all day. Waiting for her. When the sun was going down, our grandmother and grandfather came. Someone from our village had told them we children were alone, our mother had not come back. Perhaps it was a month.
We were hungry. Our mother never came. While we were waiting for her to fetch us our grandmother had no food for us, no food for our grandfather and herself. A woman with milk in her breasts gave us some for my little brother, although at our house he used to eat porridge, same as we did. Our grandmother cried with other women and I sang the hymns with them. They brought a little food — some beans — but after two days there was nothing again.
Our grandfather used to have three sheep and a cow and a vegetable garden but the bandits had long ago taken the sheep and the cow, because they were hungry, too; and when planting time came our grandfather had no seed to plant. So they decided — our grandmother did; our grandfather made little noises and rocked from side to side, but she took no notice — we would go away. We children were pleased.
We wanted to go where there were no bandits and there was food. We were glad to think there must be such a place; away. Who is the narrator in the story? The narrator of the story is a girl, the mid-child of a three-children family. The father has left for the war; the mother has gone out to buy some oil and never come back. There are three children in total: a younger boy, the female narrator, and the older brother. The bandits are people who come to the village and steal everything they can with violence; they, for instance, take all the food, burn the houses, steal the animals.
Which of the two is the leader? Give two details from the story that bear witness to how hungry the children were. They were so hungry that they accepted some breast milk from a woman for the youngest child, and went to look for some wild spinach around the village. Why is this so and in what ways? Think also about another literary work in English that you have read that uses first-person narration. This passage comes from the beginning of a short story by the South-African Nobel laureate, Nadine Gordimer.
Reflect on the experiences it presents and in a composition of about words, relate those experiences to other examples of hardships that you have read about, either in works of fiction or in real life stories that involve children. First of all, it creates a stronger bond between the character and the reader, because through the pronoun I the reader can identify more easily with the person narrating. Another remarkable aspect regarding the first-person narration is that reality is filtered through the eyes of the character, so that the reader sees and experiences only what the character itself sees and experiences.
A clear example of this aspect can be found in the novel Room by Emma Donoghue: it narrates the experiences of a child who lives with his mother in a room and has never gone out of it. More subtly, art criticism is often tied to theory; it is interpretive, involving the effort to understand a particular work of art from a theoretical perspective and to establish its significance in the history of art.
Many cultures have strong traditions of art evaluation. For example, African cultures have evaluative traditions—often verbal—of esteeming a work of art for its beauty, order, and form or for its utilitarian qualities and the role it plays in communal and spiritual activities. Islamic cultures have long traditions of historiographical writing about art. The critic is often faced with a choice: to defend old standards, values, and hierarchies against new ones or to defend the new against the old. There are thus avant-garde critics, who become advocates of art that departs from and even subverts or destabilizes prevailing norms and conventions and becomes socially disruptive one thinks, for example, of the furor.
Extreme innovators—artists whose work is radically different, even revolutionary—pose the greatest challenge to the critic. Name 4 of the evaluative criteria used by non-Western cultures in their appreciation of art, as reported in the text. In the African art tradition, for example, pieces of art are esteemed for their beauty, order, form and also for their utility and role in society and spirituality.
In what centuries did art criticism become fully developed as a discipline? Art criticism became fully developed as a discipline during the 18th and 19th centuries, parallelly to the Western aesthetic theory. Why is theory a relevant aspect of art criticism? Theory is important because it establishes a set of criteria useful to judge a work of art and establish its value.
Art criticism in the Western tradition has also some elements of historiography. How is the art critic different from the art connoisseur? The art connoisseur has a sound knowledge of art, whereas the art critic also has the ability and duty to judge a work of art. The text refers to different types of art critics.
Briefly illustrate them. On one hand, there are the avant-garde critics, who appreciate and promote new types of art that can also divert from and disrupt the preceding art tradition; on the other hand, there are the reactionary critics, who instead prefer old traditions, defend the familiar art and the status quo. What type of artist presents the greatest challenges for the art critic and why is that?
The extreme artist is the one who presents the greatest challenges, because they are strongly innovative and sometimes also revolutionary, so that it is difficult to judge their art. Focus on any modern artists you are familiar with and how their work was received by critics and the public at large. In an essay of approximately words, illustrate the aesthetic and cultural values that have been associated to these artists by critics, as well as the role they have been assigned in the history of art.
Write a composition of about words on your own personal experiences related to the appreciation of contemporary art and to the evaluative criteria you think are important. I think that contemporary art is quite controversial for its own nature. Sometimes it is so modern, revolutionary and different from the art of the past that there are strong debates whether to consider it art or not. In fact, it is sometimes difficult to judge something that goes so far beyond the normal criteria. On the other hand, there are works of contemporary art that inspire me an.