Math 123 Mathematical Principles I Fall 2019 Project 3ab Par ✓ Solved

Math 123 Mathematical Principles I Fall 2019project 3ab Part Ale

Math 123 –Mathematical Principles I Fall 2019 PROJECT 3AB Part A: Let R be the relation on S ≔ {1, 2, 3, 4, 5, 6, 7, 8} given by: R ≔ {(1, 1), (1, 3), (1, 5), (2, 2), (2, 6), (3, 1), (3, 3), (3, 5), (4, 4), (4, 8), (5, 1), (5, 3), (5, 5), (6, 2), (6, 6), (7, 7), (8, 4), (8, 8)} (1) Create the directed graph of R. (2) Show that R is an equivalence relation on R by showing it satisfies all three required properties. (3) Find the quotient set S / R.

Part B: Please write a brief reflective piece on the following question: Many students ask the question “Why do we need to know this?” when it comes to mathematics. · What sort of answers have you received when you (or someone else) have inquired as to why mathematics is in a certain program or why a certain topic is covered? · What do you think of the answers you’ve heard? Did it truly explain why? Was the answer convincing? If so, why? Do you think there may have been a better answer? “Why Do We Respond to a Concession with Another Concession? Reciprocity and Compromise” This article examines the impact of reciprocity in concession making during negotiation practice. The authors state that it is essential to analyze the underlying motives in concession making, where the negotiator should always look at the consequences of his actions. Otherwise, it would be costly to fail to return a concession. The other party in the negotiation is aware of her interests, and her involvement in this act of social obligations makes her depend on reciprocity and trust instead of defection and opportunism. Moreover, reciprocity ensures that negotiations are regulated and are made more fluid. It is important for both parties to know the need for a concession in return and a compromise needs renouncing some aspect of one's claims to satisfy each other's interests better, and hence the negotiation will be more effective. Also, it is crucial for the two parties to accept and concede concession in a manner that acknowledges the level of sacrifice being made (Thuderoz, 2017). This article explores how negotiations between buyers and sellers have a huge impact on the profitability of a company. In establishing your maximum supportable position, which is your opening offer, should be an optimistic estimate of what is possible and should be at or beyond our estimate of your other party’s least acceptable result. This increases bargaining power due to pursuing a well-defined aspiration. This article details the implications of such aspirations in the three stages of negotiation: preparing, bargaining, and making a deal. It looks at the factors determining aspirations, unwanted consequences like unethical behavior during bargaining, and the results of overly ambitious aspirations. This article basically demonstrates how to go about negotiations to get the best results (Pratsch, 2016). References Pratsch, S. (2016). The Role of Aspirations in Negotiation. Visit link: , , Thuderoz, C. (2017). Why do we respond to a concession with another concession? Reciprocity and compromise. Negotiation Journal, 33(1), 71-83. Visit link:

Sample Paper For Above instruction

Analyzing Relations: An Examined Approach to Equivalence and Graph Representation

Introduction

Mathematics often involves exploring the properties of relations and understanding their structural implications. In this case, we examine a specific relation R defined on the set S = {1, 2, 3, 4, 5, 6, 7, 8}, given by a set of ordered pairs. The fundamental objectives include creating a visual representation (directed graph), verifying whether R qualifies as an equivalence relation, and identifying the nature of the quotient set resulting from the relation.

Creating the Directed Graph of R

The relation R is given by the set of pairs: {(1, 1), (1, 3), (1, 5), (2, 2), (2, 6), (3, 1), (3, 3), (3, 5), (4, 4), (4, 8), (5, 1), (5, 3), (5, 5), (6, 2), (6, 6), (7, 7), (8, 4), (8, 8)}. To visualize this, each element of S is represented as a node, and directed edges are drawn from the first element to the second as per the ordered pairs. For instance, node 1 has edges directed toward nodes 1, 3, and 5, reflecting the pairs involving 1.

Create a graph with labeled nodes 1 through 8. Draw directed arrows corresponding to each of the pairs. Notice that some nodes, such as 7, only have a loop to themselves, indicating a reflexive property.

Verifying R as an Equivalence Relation

Reflexivity

To establish reflexivity, every element in S must relate to itself. The pairs (1, 1), (2, 2), (3, 3), (4, 4), (5, 5), (6, 6), (7, 7), and (8, 8) are all present, satisfying reflexivity.

Symmetry

For symmetry, if (a, b) exists, then (b, a) should also exist. For instance, the pair (1, 3) exists, and so does (3, 1). Similarly, (2, 6) and (6, 2) are both present, confirming symmetry. All such pairs comply, indicating R is symmetric.

Transitivity

Transitivity requires that whenever (a, b) and (b, c) are in R, then (a, c) should also be in R. For example, from (1, 3) and (3, 1), we can infer (1, 1), which exists. Similar checks for other pairs uphold the transitive property.

Since all three properties—reflexivity, symmetry, and transitivity—are satisfied, R is an equivalence relation.

Finding the Quotient Set S / R

From the relation R, the equivalence classes are determined by grouping elements related through R. Observing the graph and the relation, the classes are as follows:

• Class 1: {1, 3, 5} — These elements are interconnected via R, forming an equivalence class.
• Class 2: {2, 6} — These form another class based on mutual relation.
• Class 3: {4, 8} — Connected through the relation, they form a class.
• Class 4: {7} — Isolated, related only to itself, thus forming its own class.

The quotient set S / R is then {{1, 3, 5}, {2, 6}, {4, 8}, {7}}.

Conclusion

This analysis illustrates how relations can be visualized, verified against the core properties defining equivalence relations, and used to derive quotient sets. Such methods are fundamental in abstract algebra and set theory, providing insights into the structure of mathematical relations and their application across various branches of mathematics.

References

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