...As Patricia Pisters (2003) asserts in her study of Deleuze and film theory The Matrix of Visual Culture, the Wachowski brothers’ film can be read from number of different theoretical perspectives. It invites readings via Lacanian psychoanalysis, Platonic notions of the cave and the disparity between the two strata of perception and also as a “New Age” (Pisters, 2003: 11) quasi-religious evocation of the second coming. However, here I would like to place the film’s visual sense and diegesis into a context of postmodern philosophy; drawing inferences and theoretical connections between the film and the work of Jean Baudrillard, Walter Benjamin and the neo-Marxists of the Frankfurt School, most notably Adorno and Horkheimer in Dialectic of Enlightenment (1979). The importance of postmodern philosophy and cyber culture to the visual sense of The Matrix is declared from its very opening titles. Random strings of green neon data are scrolled against a black background imbuing the viewer with a sense of the virtual and the cybernetic and this is concretised and given definite focus later on as Neo (Keanu Reeves) hides the two thousand dollars given to him by Anthony in a copy of Simulacra and Simulation by Baudrillard. This reference however is more than a mere visual joke it is a signifier for a number of the film’s sub-textual tropes and motifs. For Baudrillard, the notion of the simulacra was central to an understanding of the modern capitalist society. In his essay “The Precession...
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...quality information and recognize the solid, reliable research on which one‟s high-risk decisions as a manager can be based. One also needs to know how to analyze the research findings. The study of quantitative techniques provides one with the knowledge and skills needed to solve the problems and the challenges of a fast-paced decisionmaking environment. Managers make decisions on a day to day basis and it is necessary for them to be able to analyze the data so as to be able to make optimal decisions. This module has ten lesson which cover matrix algebra, markov analysis, Linear programming, differentiation, applications of differentiation to cost, revenue and profit functions, integral calculus, inventory models, sampling and estimation theory, hypothesis testing and chi-square tests. iii MODULE OBJECTIVES By the end of the course, the student should be able to:- 1. Perform various operations on matrices matrix algebra, 2. Apply the concept of matrices in solving simultaneous equations, input-output analysis and markov analysis, 3. Formulate and solve Linear programming using the graphical and simplex method 4. Differentiate various functions and apply to cost, revenue and profit functions 5. Apply...
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...Realities Two-Way Street Ignorance is bliss. This phrase, however comforting, is a provocative statement to the debilitating state of society and the human state of mind; the dual-edged comment is represented in both Plato’s Allegory of the Cave and the Wachoski brother’s The Matrix through universes, similar to our own, where people are in strong states of illusion and ignorance. Both have a character, which is brought to the “light” to realize this false reality and to liberate everyone else to a better reality, the “real” reality. Situations can arise where having knowledge of it can seem detrimental, however, our very existence as human beings is to live a life of bettering ourselves and the species in general through knowledge both good and bad, and the actions that take place from knowledge. People do actions and make decisions based on history from what he has done wrong or from what he has done correctly and on this basis it is a stepping stone that either good or bad having knowledge of the past, complete knowledge, helps to mold the future positively. Although blissful, avoiding reality will never be a positive action with even in modern days something such as Facebook has become our matrix keeping people away from the outside, not personally and physically interacting with others or now having games that are virtually realities allowing someone to be something else but does not benefit the world in any way. The lack of benefit world is where virtual reality does its...
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...1 Eigenvalues And Eigenvectors Aamir Nazir Course:- B.Tech 2nd Year (Civil Engineering) Section:- A Roll No.:- 120107002 System ID:- 2012018068 Subject:- Mathematics Subject Code:- MTH-217 Course Code:- CE-107 Teacher Incharge:- Ms. Archana Prasad 2 Contents 1. Abstract 3 2. Introduction 3-4 3. Eigenvectors and Eigenvalues of a real matrix 4 a. Characteristic Polynomial 7-8 b. Algebraic Multiplicities 8-9 4. Calculation 9 a. Computing Eigenvalues 9 b. Computing Eigen Vectors 10 5. Applications 10 a. Geology and Glaciology 10-11 b. Vibration Analysis 11-12 c. Tensor of Moment of Inertia 12 d. Stress Tensor 12 e. Basic...
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...* 1 Lesson: Linear Models and the Distributive Property Write an Expression Using the Distributive Property over Multiplication Some expressions representing real-world situations can be easily written in the form [[ a bx+c ]]. When solving problems with expressions written in this form, you will use the distributive property over multiplication. Example: You and your friend are selling raffle tickets for the local rotary club. Tickets are sold for $2 each. Your friend has already sold 100 tickets, and you are going to sell the remaining tickets. Write an expression for the total amount made from raffle ticket sales. In this problem, you are comparing two quantities: the number of tickets that you sell and the total amount of money made from ticket sales. In the first row of the table, write the column headings to describe the two quantities. The number of tickets that you sell is measured in tickets and the total amount of money made from ticket sales is measured in dollars. In the second row of the table, write the units used to measure each quantity. The problem states that the tickets are sold for $2 each and your friend has already sold 100 tickets. Use a variable, such as [[x ]], to represent the number of tickets that you sell. You can determine the total amount of money made from ticket sales by multiplying the total number of tickets sold, [[100+x ]], by the cost of each ticket, 2. The expression [[ 2100+x ]] represents the total amount of money made from ticket...
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...Essay PHIL 201 July 7, 2014 Essay After reading these pieces I concluded that the central theme is being awaken from a false reality but each piece differs in the action that follow the awakening. The Matrix is set in a futuristic setting, where the theory of being controlled by a massive computer is a real possibility. What I find most interesting is that Plato actually describes the concept of The Matrix, almost as if Plato’s dialogue was used an inspiration. In The Matrix and Plato’s dialogue, humans are not physically living the life they perceive as “real” but are stationary beings who are forced to live a false reality prescribe to them. This is where René Descartes’ excerpt differs from the previously mentioned. The person is aware of possibility that what he knows as true could be false, that how could we know if what we are living is done consciously or if our existence is but a dream. All of the excerpts also rely on the reasoning that the mind is the sole contributor of our existence and our physical senses only respond to what the mind knows. The differences in the readings is based on the actions or possible outcomes that occur once the awakening has taken place. In The Matrix, Neo decides to act and decides to embark on a journey to discover reality not being controlled by a computer. Plato’s dialogue is different because this is based on a hypothetically theory, so while there is no physically action the questions lies in how would people respond to...
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...Axia College Material Appendix B Cash Management Matrix Directions: Using the matrix, list how each of the principles of internal control works, and give an example for each. Next, list how each of the principles of cash management works, and give an example for each. |Principles of Internal Control |How it Works |Example | |Establishment of responsibility |Designating one person to a task. |If one person is in charge of a bank deposit, they are held | | | |responsible for putting the correct amount in the bank, the | | | |addition of the money, and if it is wrong (short/long), there is| | | |no question of who is responsible for the mistake. | |Segregation of duties |Divide the duties among employees and be consistent that they |Checking in merchandise, this person would know that they are | | ...
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...The Tools of Cooperation and Change Clayton M. Christensen, Matt Marx and Howard Stevenson Harvard Business Review October 2006 Introduction Christensen, Marx and Stevenson outline how a manager might use various methods to encourage people to work together towards successful change. The ability to get results and to be a successful change agent depends on the manager’s ability to select the proper motivation/change tools that will work within the situation and work environment they are facing. Assessing the Existing Level of Change The first step in selecting the proper tools to implement change is to assess the level of agreement in the organization based on two dimensions. Those dimensions being: • The extent to which people agree on what they want; the results they see from participation; values and priorities and trade-offs they are willing to make to achieve those goals. • The extent to which people agree on cause and effect; which actions will lead to the desired outcomes. When people have a shared understanding of cause and effect, they will usually agree about which processes to adopt. Four Types of Cooperation Tools These are the tools a manager can use to help implement change within the organization. It is vital to use the proper tools in the correct situation, otherwise there can be even more damage. The four types of tools are: • Power tools – ex. Force, coercion, threats • Management tools – ex. Training, operating systems, measurement systems ...
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...Week 5 Essay After reading the three readings, I can see some similarity and differences between the readings from the philosophers. Comparing the Matrix and Plato’s, the similarity is they both agree that the life we are experiencing is not as real as what it appears to be. It is simply an illusion and a life that we can question and doubt about. From Matrix’s story this happens when Neo ‘the hacker’ had a dream that made him think about the reality and the thought that there is something more to life. When Morpheus came and told him “that the world is an illusion, an elaborate system of deception perpetrated to keep people contentedly under control” (Wachowski & Wachowski, 1999). Neo then choose to eat the pill and see the truth that the human race is only relying on a machine to keep their bodies alive. Human beings are actually unconscious, therefore they are controlled by the machine. Because of this, what we see or do today happens because we are programmed into a computer simulation called Matrix. From Plato’s allegory, we see it when Socrates described men’s nature being as prisoners since childhood; being chained inside a cavern not being able to move their heads, but only looking. When one of the prisoners was released and was given the opportunity to see the light; and guided with what was going on. The human being that has seen the light will think what “he had seen before was all a cheat and an illusion. He will then want to turn toward real things”...
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...Motivations in Advertising Assignment Tommy Jordan PSY/211 July 13, 2015 Ivan Harrell Motivations in Advertising Assignment The commercial that will be used in the evaluation of motivations in advertising is the General Electric (GE) Brilliant Machines Commercial that included Agent Smith from the movie, The Matrix (Framestore Studio, 2013). The commercial’s premise was a creative take on a top Hollywood blockbuster science fiction movie franchise, namely the aforementioned movie, The Matrix (Framestore Studio, 2013). In the commercial, Hugo Weaving, the actor who played the Agent Smith character in all the Matrix movies, is in a hospital highlighting all of the innovative technology that GE is providing to hospitals that help improve medical care through service, equipment, and communication. The commercial’s focus is to show how GE’s software and hardware technology assist healthcare providers to connect patience with doctors and nurses, and machines like magnetic resonance imaging or MRI Scanners. The commercial basically states that using GE’s technology properly will help to streamline processes and reducing waiting times. Agent Smith actually states that by implementing this technology hospitals can turn the waiting room into just another room (Framestore Studio, 2013). In my opinion, this commerical motivates through an incentive based theory and actually mixes the two motivations of intrinsic and extrinsic incentives. The commerical basically plays on the...
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...O Solving Systems of Linear Equations using Inverse of a Matrix & Elementary Row Operations Consider: [pic] be a linear system of n equations in n unknowns and let [pic] be the coefficient matrix so that we can write the given system as AX = B where [pic]. If [pic] then the system has a unique solution. To solve for SLE of the form, [pic], [pic]. Recall: For SLE in 2 unknowns: For SLE in 3 unknowns: given [pic] , given [pic] [pic] [pic], where [pic] , [pic] is the transpose of the cofactors of A. Minor Any element [pic] of [pic] is associated with another determinant [pic]of [pic]order obtained by deleting the ith row and the jth column in [pic]. Example: [pic] , [pic], [pic] Cofactor The product of the minor [pic] is called the cofactor of the element of [pic]. That is, [pic]. Example: Given: [pic] [pic] , [pic], [pic] [pic] , [pic] , [pic] Examples: Solve each of the following systems of linear equations using Inverse: 1. [pic] 2. [pic] 3. [pic] 4. [pic] Solution: 1. [pic] The corresponding matrix for this is [pic] [pic], [pic], to solve: [pic] , ie. [pic] Therefore: [pic] and the s.s. = [pic] 2. [pic] The corresponding matrix for this is [pic] [pic], [pic], to solve: [pic] , ie. [pic] Therefore: [pic]...
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...Addition of Matrices Denote the sum of two matrices A and B (of the same dimensions) by C = A + B.. The sum is defined by adding entries with the same indices [pic] over all i and j. Example: [pic] Subtraction of Matrices Subtraction is performed in analogous way. Example: [pic] Scalar multiplication To multiply a matrix with a real number, we multiply each element with this number. Example: [pic] Multiplication of a row vector by a column vector This multiplication is only possible if the row vector and the column vector have the same number of elements. To multiply the row by the column, one multiplies corresponding elements, then adds the results. Example: [pic] If the row vector and the column vector are not of the same length, their product is not defined. Example: [pic] The Product of a Row Vector and Matrix When the number of elements in row vector is the same as the number of rows in the second matrix then this matrix multiplication can be performed. Example: [pic] If the number of elements in row vector is NOT the same as the number of rows in the second matrix then their product is not defined. Example: [pic] Linear programming (LP; also called linear optimization) is a method to achieve the best outcome (such as maximum profit or lowest cost) in a mathematical model whose requirements are represented by linear relationships. Linear programming is a special case of mathematical programming (mathematical optimization). More formally...
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... 2 Question One Compare and contrast The Matrix with the readings from Plato and Descartes. What are some similarities and differences? The Matrix describes a fictitious possibility of a virtual existence of the world and especially the world’s human population, unbeknownst by the majority of people involved in the virtual reality known as the Matrix. Certain players in the Matrix scenario are awakened to the proposition that perhaps their life experience is an orchestrated delusion, set into motion by certain governing powers, in an attempt to obtain and maintain absolute control upon the masses. An important character in the Matrix named, Morpheus, brings the deceptive virtual reality to the attention of other participants in the Matrix, in an effort to help awaken them to the real truth of their existence. It is discovered that rather than the daily life experience and existence of the population of the world, the people are actually unconscious of the absolute reality that they are all in a clinical state of suspended animation. This virtual reality of the Matrix overrides their normal flesh and blood existence by way of computer programming. The discovery of the Matrix false reality is so overwhelming that some individuals participate in rebellion against the Matrix, and others are disturbed by the discovery to such a degree that they choose to be assimilated in the Matrix....
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...113507304 (2) M EE d = M E Ag e = βE d e X β (1 + e X β )2 β Ag e e X β (1 + e X β )2 = 1 N βE d (i ) e X βi Σ N 1 (1 + e X βi )2 = 1 N β Ag e(i ) e X βi Σ N 1 (1 + e X βi )2 1 Result: Table 0.2: Add caption Marginal Edu effect Marginal age effect 0.085732302 0.018294992 (3) Table 0.3: linear probability model Coefficients t Stat -1.541134276 0.097414096 0.020646694 Intercept EDUC AGE Std. Err. 0.429125046 0.025225082 0.005153578 -3.591340779 3.861794961 4.00628341 (4) H = −Σi p i (1 − p i )x i x i = X ΩX The diagonal of matrix Ω equal to p i (1 − p i ) The Hessian matrix 8.058949138 105.838015 300.4357025 H = 105.838015 1434.435526 3840.728111 300.4357025 3840.728111 12190.99391 (0.1) The variance-covariance matrix equals to the inverse of Hessian matrix Table 0.4: variance-covariance matrix Constant Constant Edu Age Edu Age 10.2699517 -0.511915922 -0.091816163 -0.511915922 0.029972725 0.003172894 -0.09182 0.003173 0.001345 2 (5) According to Student’s t distribution, under 49 freedom degree, the probabilities that these coefficients are 0s are less than 0.005. We can say these coefficients are significant under 99.5% confident level. Table 0.5: Add caption Coeff Constant EDUC AGE SE T-ratios -11.15550863 0.531907452 0.113507304 3.204676536 0.173126328 0.036676191 -3.481009239 3.072366051 3.094849818 (6) Likelihood ratio LR...
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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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