Homotopy categoryIn mathematics, the homotopy category is a built from the category of topological spaces which in a sense identifies two spaces that have the same shape. The phrase is in fact used for two different (but related) categories, as discussed below. More generally, instead of starting with the category of topological spaces, one may start with any and define its associated homotopy category, with a construction introduced by Quillen in 1967. In this way, homotopy theory can be applied to many other categories in geometry and algebra.
Nerve (category theory)In , a discipline within mathematics, the nerve N(C) of a C is a simplicial set constructed from the objects and morphisms of C. The geometric realization of this simplicial set is a topological space, called the classifying space of the category C. These closely related objects can provide information about some familiar and useful categories using algebraic topology, most often homotopy theory. The nerve of a category is often used to construct topological versions of moduli spaces.
Rote learningRote learning is a memorization technique based on repetition. The method rests on the premise that the recall of repeated material becomes faster the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, spaced repetition and active learning. Rote learning is widely used in the mastery of foundational knowledge. Examples of school topics where rote learning is frequently used include phonics in reading, the periodic table in chemistry, multiplication tables in mathematics, anatomy in medicine, cases or statutes in law, basic formulae in any science, etc.
Inquiry-based learningInquiry-based learning (also spelled as enquiry-based learning in British English) is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions.
Quillen adjunctionIn homotopy theory, a branch of mathematics, a Quillen adjunction between two C and D is a special kind of adjunction between that induces an adjunction between the Ho(C) and Ho(D) via the total derived functor construction. Quillen adjunctions are named in honor of the mathematician Daniel Quillen. Given two closed model categories C and D, a Quillen adjunction is a pair (F, G): C D of adjoint functors with F left adjoint to G such that F preserves cofibrations and trivial cofibrations or, equivalently by the closed model axioms, such that G preserves fibrations and trivial fibrations.
Free objectIn mathematics, the idea of a free object is one of the basic concepts of abstract algebra. Informally, a free object over a set A can be thought of as being a "generic" algebraic structure over A: the only equations that hold between elements of the free object are those that follow from the defining axioms of the algebraic structure. Examples include free groups, tensor algebras, or free lattices. The concept is a part of universal algebra, in the sense that it relates to all types of algebraic structure (with finitary operations).
Fundamental groupIn the mathematical field of algebraic topology, the fundamental group of a topological space is the group of the equivalence classes under homotopy of the loops contained in the space. It records information about the basic shape, or holes, of the topological space. The fundamental group is the first and simplest homotopy group. The fundamental group is a homotopy invariant—topological spaces that are homotopy equivalent (or the stronger case of homeomorphic) have isomorphic fundamental groups.
Learning spaceLearning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom," but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, and others.
Exponential objectIn mathematics, specifically in , an exponential object or map object is the generalization of a function space in set theory. with all and exponential objects are called . Categories (such as of ) without adjoined products may still have an exponential law. Let be a category, let and be of , and let have all with .
Reinforced concreteReinforced concrete, also called ferroconcrete, is a composite material in which concrete's relatively low tensile strength and ductility are compensated for by the inclusion of reinforcement having higher tensile strength or ductility. The reinforcement is usually, though not necessarily, steel bars (rebar) and is usually embedded passively in the concrete before the concrete sets. However, post-tensioning is also employed as a technique to reinforce the concrete. In terms of volume used annually, it is one of the most common engineering materials.
Precast concretePrecast concrete is a construction product produced by casting concrete in a reusable mold or "form" which is then cured in a controlled environment, transported to the construction site and maneuvered into place; examples include precast beams, and wall panels for tilt up construction. In contrast, cast-in-place concrete is poured into site-specific forms and cured on site. Recently lightweight expanded polystyrene foam is being used as the cores of precast wall panels, saving weight and increasing thermal insulation.
Types of concreteConcrete is produced in a variety of compositions, finishes and performance characteristics to meet a wide range of needs. Modern concrete mix designs can be complex. The choice of a concrete mix depends on the need of the project both in terms of strength and appearance and in relation to local legislation and building codes. The design begins by determining the requirements of the concrete. These requirements take into consideration the weather conditions that the concrete will be exposed to in service, and the required design strength.
