This is the story of a student from Quebec, Canada, who in elementary school, had an aversion to mathematics. MarieBeatrice, who has been identified as exceptional, succeeded in all subjects except this one. With her poor results, MarieBeatrice’s transition to secondary one was not guaranteed, to the great dismay of her teacher, Audrey. In agreement with Martin Baril, academic adviser, the latter decided to give the student specific homework to do on Netmath, the Canadian version of Buzzmath. The objective: reconcile MarieBeatrice with mathematics.
Despite her exceptionalities, MarieBeatrice is a good student, gifted with a great sense of imagination. She is the author of a novel! But in mathematics, she was completely disheartening. Having difficulty following the instructions, the bad notes succeeded one another and culminated in a deadlock. Mathematics gives her much anxiety and failure that undermines her confidence in her abilities. But her teacher, Audrey, is not ready to give up and decides to give her homework on Netmath, the Canadian version of Buzzmath. A longterm work begins.
Netmath/Buzzmath speaks more to her overflowing imagination than the classic exercise book.
The friendly universe of the platform seduces her. A source of motivation, MarieBeatrice finds herself loving to delve into the adventures of BuzzCity and its many engaging and colorful characters. She feels more at ease working in this interactive and playful environment. The fear of being judged disappears, and leaves room for the joy of learning!
As everyone in learning, MarieBeatrice makes mistakes. But when this occurs, she has access to a detailed solution that explains the approach to obtain a good answer. If she does not wish to read the instructions, she can listen through automatic playback. She can then start the activity again with new data, as many times as necessary. It is with a lighter heart and without pressure that MarieBeatrice completes her exercises. It allows her to understand, at her own pace, how to arrive at the solution and this makes her more autonomous in her learning.
For her part, thanks to the various monitoring tools available to her, Audrey can precisely identify the difficulties encountered by her pupil. This allows her to concentrate her efforts on targeted blocking points.
At the beginning of the 20162017 school year, MarieBeatrice has passed her secondary one maths. “We were crying together”, confided Audrey, as the emotions were so strong.
Netmath/Buzzmath has been the trigger, according to Martin Baril, academic adviser.
Today, MarieBeatrice is in secondary two and is no longer disheartened by this subject. At Scolab, we are pleased with her success and we are proud to know that Netmath/Buzzmath has helped her to reconcile with maths and to rediscover the joy of learning!
]]>Everything that was in her work room was for her current job. Reams of data had been provided by the local police force. Several large boxes of pins had been pushed into a vast map of the city. Distributions of crime had been plotted. Sifting through the statistics and coming to the right answer would not only crack the case that had been constantly in the headlines, but cement her place among the greats of her field.
After a frenzied session of scribbling she stepped back to take in the main board. Brown eyes drank deep of the scrawl of numbers and symbols, searching for anything that seemed awry. Nothing leapt off the chalkboard, so she reached for the coffee and took a welldeserved sip.
A grimace crossed her face. Her drink was stone cold and upon the realization of this her stomach took the opportunity to chime in about being hungry. Her eyes, not wanting to feel left out, sent a reminder to her brain that they were tired and in need of rest. How long had she been at it today? Ten, twelve hours?
She’d already slipped her coat on and made it out of the door of her apartment before scrambling back inside, breaths coming fast and her hands and feet feeling numb. Ordering hot food and groceries would be safer than going out for them. The knot in her stomach slowly unwound as she secured the deadbolts and latched the chains across the door.
She didn’t want to wind up as just another statistic.
]]>Leonardo Da Vinci’s Vitruvian Man is one of the most significant images of the Renaissance era. It is associated with symbologies that have fascinated and intrigued viewers for hundreds of years. You may have seen him many times subconsciously, but do you really understand its significance? Given below is a simplified explanation.
In a single sketch, Leonardo Da Vinci illustrates the idea that mankind is Gods supreme creation and is the ultimate expression of the cosmos itself. In Leonardo Da Vinci’s own words, “Man is the model of the world”.
The significance of Vitruvian Man in mathematical proportions:
The Vitruvian Man shows that the human body is a perfect example of geometrical perfection. The navel is at the centre of the body and if we take a compass with the fixed point at the navel, a circle can be drawn perfectly around the body. Also, the arm span and the height are similar to each other, making it possible for the body to placed inside a square. Moreover, the area of the circle and the square are similar to a very close degree. Other significant proportions include:
Significance in architecture.
The geometrical proportions of the Vitruvian Man can be used as a model for architectural measures. The whole number proportions present in the human body are harmonic in nature, and when applied to architecture produces splendid buildings. Leonardo Da Vinci used these measures in the architecture of ” The church of the Redeemer” or the “Palladio” in Venice.
For example, the width of the entrance to its height is in the ratio 1/2, the smaller triangle on top of the entrance is approximately 1/3 the size of the bigger triangle, and so on. Other instances of how human body proportions can be used in architecture are illustrated in the sketches shown below.
Significance in Philosophy And Religion.
The Vitruvian Man also supported a philosophical theory called Neoplatonism. This belief holds that the universe has a hierarchy resembling a chain, starting at the top with God and then goes down through angels, the stars, planets, and all life forms and ends with demons. The Vitruvian man claims that mankind has been placed at the center of the universe with the ability to take any position they want in the chain. As in the diagram, we can see that by changing his position, he can either fit in the circle or the square.
If geometry is the language in which the universe is written, this sketch tells us that we can exist within all its elements. We can crawl up the ladder to admire the beauty of the universe and the power of love, or, we can go down the ladder and behave like animals.
]]>Bowling Green State University
Ohio University: Online summer program
Walsh University: Online summer program
]]>
In the event that you have no idea of what I am writing about, let me explain. Sometime during my recent adventure in the United Kingdom, I was contacted and subsequently interviewed by Chris George for a new podcast called The School of Batman. The premise of each episode in the podcast is to present research from around the world, and then weave a story about how Batman might use said research to thwart any of the number of villains that seem to constantly threaten Gotham and its citizens.
So why am I reminding you about this now? Well, it turns out that my episode has finally be released. In the event that you’re interested in hearing it, you can find it and all the other episodes in the series here.
Thanks again to Chris for this opportunity. It was incredibly fun.
]]>Q24.
Denote as the ith bucket that contains the puck.
If all 4 pucks are distributed into the same Green bucket, then we don’t need to worry about the Red, Blue, and Yellow buckets since they won’t have 4 pucks in them. So,
Now, 3 pucks are distributed into the same Green bucket, then we only need to exclude the case where 3 pucks are put into the same Red bucket. There are 4 ways to permute aaab and 3 numbers to pick for a and b which is 6 ways, so
If 2 pucks are distributed into the same Green bucket, then we only need to consider the case where all 3 pucks are distributed evenly into three different Red buckets and all 2 pucks are distributed evenly into two different Blue buckets. The most difficult part of the problem is in this case here. We need to find the number of ways to permute n repeated objects, aabc, which is , and since the permutation of b and c has already counted, we need to only consider how many numbers go into the choice of a which is 3.
Final step, add the three results and we get
Q25.
For and
When k = 1,
. The 8 quadruples are easy to find, they are
When k = 2,
When k = 3,
or
Therefore, R can only be 3, 6, or 8.
When R = 3,
Therefore 2017 quadruples.
When R = 6,
Therefore 2017 quadruples.
When R = 8,
Now, obviously has no solution.
If k = 2,
is a solution.
In conclusion, N = 8 + 2017 + 2017 + 1 = 4043.
Therefore the sum of digits of N is 11.
]]>MULTIPLICATION & DIVISION
Part 1: MULTIPLICATION (20 marks)
a.) 1, 24
b.) 1, 2, 3, 4, 6, 8, 12, 24
c.) 1, 2, 4, 6, 12, 24
d.) 1, 3, 4, 6, 8, 24
a.) 54 x 63 = ____
b.) 365 x 49 = ___
a.). 12 000 candies
c.) 32 000 candies
b.) 120 000 candies
d.) 320 000 candies
Part 2: DIVISION (14 marks) 
a.  1980 ÷ 60 = _________

a.) 87
b.) 69
c.) 38
d.) 45
]]>
His name is so in tune with Robert Langdon 😍 and they both have done stupendous work in their fields, real or virtual 😊
]]>Kesulitan memahami Fisika pada dasarnya akibat rendahnya kemampuan membaca dan kesulitan dalam berbahasa – Matematika. Selain bahasa native (seperti Bahasa, English, atau yang lainnya), Matematika adalah bahasa pengantar yang bersifat pokok dalam memahami Fisika. Rendahnya kemampuan membaca, memahami informasi, dan menggunakan simbolsimbol baru merupakan faktorfaktor yang membuat Fisika sulit dipahami.
Belajarlah berbahasa terlebih dahulu, budayakan membaca, setelah itu ke tingkat berikutnya yakni mempelajari konsep secara sistematis.
Kita tahu bahwa “kata” dalam Matematika adalah angka, bentuk, ruang, fungsi, pola dan data yang dipetakan ke dalam untaian makna yang dapat diterima secara umum. Secara garis besar, berbahasa Matematika terdiri atas empat tindakan yang mendasari pemecahan suatu masalah dan penalaran akan suatu hal:
Kita ambil contoh sederhana betapa sulitnya memahami vektor kecepatan dan percepatan pada Gerak Satu Dimensi tanpa kemampuan berbahasa yang baik. Pada gerak satu dimensi (horizontal) maka benda akan bergerak ke kanan atau ke kiri dari posisi semula (berdasarkan kerangka acuan).
Belajar berbahasa – 1
Misalkan kita melihat dari trotoar jalan sebuah mobil bergerak ke kanan dengan kecepatan 36 km/jam, maka mobil tersebut memiliki kecepatan yang besarnya 36 km/jam dengan arah ke kanan. Ketika mobil tersebut bergerak ke kiri dengan kecepatan 36 km/jam, maka besar kecepatannya 36 km/jam dengan arah ke kiri.
Kecepatan merupakan besaran vektor – memiliki besar dan juga arah.
Namun ketika kita berada di dalam mobil, kita dapat melihat angka yang ditunjukkan speedometer 36 km/jam tanpa disertai informasi ke arah mana mobil bergerak. Angka yang ditunjukkan speedometer tersebut adalah kelajuan bukan kecepatan.
Kelajuan merupakan besaran skalar – tidak memiliki arah.
Untuk menyederhanakan penulisan vektor kecepatan, kita bisa menggunakan “tanda” atau “simbol” dari bahasa Matematika, yakni “+” dan “–” sebagai petunjuk arah gerak.
Kita gunakan konvensi tanda yang berlaku umum untuk gerak satu dimensi (horizontal), tanda “+” untuk arah ke kanan dan “–” menunjukkan arah ke kiri. Sedangkan gerak satu vertikal, tanda “+” menunjukkan ke arah atas, sebaliknya untuk ““.
Maka kecepatan 36 km/jam ke kanan bisa ditulis “+36 km/jam” dan kecepatan 36 km/jam ke kiri bisa ditulis “36 km/jam”. Boleh saja menggunakan tanda “+” untuk ke arah kiri atau ke bawah, asalkan penggunaan bahasa tersebut konsisten.
Belajar berbahasa – 2
Sebuah benda yang bergerak lurus dengan perubahan kecepatan yang tetap setiap waktunya, maka dapat diketahui bahwa benda tersebut bergerak lurus berubah beraturan (GLBB). Pada GLBB melibatkan besaran vektor percepatan yang bernilai tetap. Sama halnya dengan kecepatan, percepatan merupakan besaran vektor – ditulis dengan “+” dan ““.
Misalkan benda bergerak dengan percepatan +5 m/s^{2} berarti benda tersebut mengalami perubahan kecepatan sebesar 5 m/s setiap detik ke arah positif, arah kanan ketika bergerak horizontal atau ke arah atas ketika bergerak vertikal.
Pada peristiwa gerak lurus, ketika kecepatan dan percepatan benda memiliki arah yang sama, maka kelajuan benda bertambah setiap detik. Akan tetapi jika kecepatan dan percepatan benda berlainan/berlawanan arah, maka kelajuan benda berkurang setiap detik.
Namun pada praktiknya seringkali kita dibuat bingung dengan percepatan yang bernilai negatif. Percepatan negatif sering diartikan sebagai “perlambatan” – konsep yang tidak pernah ada dalam fisika. Pengertian “perlambatan” tersebut juga dipaksakan pada persamaan gerak dengan percepatan tetap.
….. (1)
….. (2)
Keterangan:
: kecepatan akhir benda (m/s)
: kecepatan awal benda (m/s)
: percepatan benda (m/s^{2})
: selang waktu benda bergerak (s)
Persamaan (1) sering kita anggap sebagai persamaan untuk gerak yang mengalami “percepatan” sedangkan persamaan (2) sering dianggap sebagai persamaan untuk gerak yang mengalami “perlambatan”, karena percepatan yang bernilai negatif. Pada dasarnya, fisika tidak memperkenalkan konsep “perlambatan” dan percepatan negatif itu tidak selalu memperlambat laju gerak benda! “Perlambatan” hanyalah istilah yang ditujukan pada gerak suatu benda yang laju geraknya berkurang – diperlambat.
Percepatan negatif tidak selalu memperlambat laju gerak benda. Percepatan negatif bisa mempercepat laju gerak benda.
Contoh:
Sebuah mobil bergerak lurus ke arah kiri dengan kecepatan awal 10 m/s dan mengalami percepatan 4 m/s^{2}. Berapakah kecepatan benda setelah bergerak 4 detik?
Berdasarkan peristiwa di atas, diketahui mobil bergerak dengan kecepatan awal 10 m/s ke arah kiri, maka kita bisa menuliskan = 10 m/s dan mengalami percepatan = 4 m/s^{2} selama = 4 s.
Kita gunakan persamaan (1) untuk mengetahui kecepatan mobil setelah mengalami percepatan selama 4 detik.
Berdasarkan hasil perhitungan di atas, ternyata laju mobil bertambah besar menjadi 26 m/s ke arah kiri setelah mengalami percepatan 4 m/s^{2} selama 4 detik. Laju mobil bertambah! Hal tersebut membuktikan bahwa percepatan negatif tidak selalu memperlambat laju gerak benda.
Jika kita memahami dengan baik bahasa vektor dan konsisten dalam menggunakannya, kita tidak memerlukan istilah “perlambatan” dan persamaan (2), baik untuk menjelaskan benda yang bergerak dipercepat maupun diperlambat.
Referensi
I don’t know what I want to be when I grow up – other than a mum who is resisting growing up! – but I know that the things that have always interested me (apart from working for myself) all require a minimum of a grade C in Maths. The majority also require ALevels and some even require a degree but lets start out with the basics first eh?
This is a huge deal for me as I have zero confidence in myself, I find ways to put myself down and always go on about how I’m not smart enough to go back to school, I get insanely nervous in classrooms and I feel judged by everyone – teacher and peers alike, I worry about my age (I’ll be 34 and turning 35 within the term whereas the majority of other students will be much younger) and I panic about letting myself, but more importantly, my husband and family down.
I’ve figured out that our baby boy will be around three months old when the class starts but the bonus is that it will be an evening class and Baz now has a job where he can work from home on certain days or adjust his hours to suit his home needs. This means that he should be able to have the kids whilst I go and try to better myself for a couple of hours one night a week and it shouldn’t interfere too heavily, if at all, with his work day … win!
I also found out that as I got a D grade way back when in school, the course will be FREE!!!!! I just have to sit an entry assessment closer to the course start date to see if I have the basic numeracy requirements to get onto the course – I’m absolutely shitting it already! I could fail at the first hurdle and that would suck donkey balls.
But yeah, my mind is screaming about how I’m a failure and how I won’t get on to the course or I’ll mess up if I do get on it but this is me trying to push some positivity out onto myself for once. I will get on that course, I will work my arse off to understand whatever I’m taught and I will come out with that C grade … hell, I might even get above a C!
If I can do this, I can do whatever I put my mind to … I’m going to rock it!
Make it a good one,
Deb xox
]]>The honor, regarded by some as a Nobel Prize of mathematics, recognizes work on a “grand unified theory” to connect different areas of mathematics.
Published: March 20, 2018 at 05:30AM
Science By KENNETH CHANG
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The New York Times (sometimes abbreviated NYT and The Times) is an American daily newspaper, founded and continuously published in New York City since September 18, 1851, by The New York Times Company. The New York Times has won 122 Pulitzer Prizes, more than any other newspaper.
The honor, regarded by some as a Nobel Prize of mathematics, recognizes work on a “grand unified theory” to connect different areas of mathematics.
//
Published: March 20, 2018 at 05:30AM
Mathematics, Contests and Prizes, Research
]]>When I’m counting, I don’t think
Much about everything in between
The infinite whole numbers,
But that infinity’s
Infinitely more
Vast.
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]]>So what does a mathematician do when he or she is out of big ideas? Well, he or she slips into a slight madness of course, attempting to document and list out all possible cases of the ideas he or she is trying to convey. That is what I am doing right now, and I am making a little progress in organizing my accommodation trees by making use of the “reflective symmetries” that present themselves in the process. Once I collapse down all of these reflective symmetries, I’m left with several elements that remind me of the sort of elements we exploit in group theory. If these can be described as a group (especially a cyclical group), and they behave as well as they seem to be behaving at the low level set sizes of x=3, 4, 5, and 6, it would be nice, as we can simply run through cycles until reaching a perfect accommodation for a given set size.
Let’s see if I can explain what I’m talking about using x=3, 4, 5, and 6. For a refresher on accommodation, click the link above.
For x=3, we have 3 possible accommodation configurations:
3 – –
– 3 –
– – 3
Yet, the first and third configuration, 3 – – and – – 3, are in fact isomorphic. The third configuration is just a reflective symmetry of the first. As such, we treat the first and third configuration as the same geometric object. This takes our 3 potential accommodations, and boils them down to 2 unique, final potential accommodations for the set (I’m going to start highlighting these final potential accommodations for each target set size). I then split these into two, single element “cycles”:
Cycle 1:
3 – –
Cycle 2:
– 3 – (Both elements represent a perfect accommodation for x=3. However, this fact is trivial at the x=3 level as there is no difference between a perfect and imperfect accommodation.)
Now for x=4. Here we once again have 3 possible accommodation configurations:
3 – – 3
– 3 – –
– – 3 –
Once again, we have a reflective symmetry, this time in the second and third configuration. Once again, we treat them as the same geometric object, thus taking our 3 potential accommodations, and boiling them down to 2 unique potential accommodations for the set. We once again split these into two cycles:
Cycle 1:
3 – – 3 (Here’s the perfect accommodation for x=4.)
Cycle 2:
– 3 – –
Note that both of these final cases are straightforward extensions from the final cases at the x=3 level.
Now for the x=5 level. Here, we have two primes that can assist in accommodating the set (3 and 5). At first blush, the possibilities seem to be much more complicated than the possibilities at the x=3 and x=4 level. Yet, you will see that order exists in the possibilities, once again with our list of all potential accommodations collapsing down into two distinct cycles. Rather than showing all potential configurations, I’m just going to show the final configurations after making use of reflective symmetries:
Cycle 1:
3/5 – – 3 –
3 5 – 3 –
3 – 5 3 –
3 – – 3/5 –
3 – – 3 5 (The perfect accommodation is found in Cycle 1, just as the perfect accommodation at the x=4 level was found in Cycle 1 above!)
Cycle 2:
5 – 3 – –
– 5 3 – –
– – 3/5 – –
So perhaps with the x=5 case, you can start to see why I’m calling these “cycles.” Their behavior looks a bit like that of cyclical groups. Both cycles use an operation that “moves” the 5 from one element to the next. There are 5 configurations in Cycle 1 because the 3’s are placed in an asymmetric manner. There are 3 configurations in Cycle 2, because the 3 is placed symmetrically in the middle, and we can otherwise make use of reflective symmetry to disregard the final two cases. It is interesting to note that when we split the configurations into these cycles, with the exception of the x=3 trivial case, cycle 1 yields the perfect accommodation every time. Finally, notice how clean the cycles move up from x=3 to x=4 to x=5. Take the Cycle 1 pattern from x=3, add an element to the end of it, and you now have the correct pattern for a Cycle 1 pattern from x=4. Take the Cycle 1 pattern from x=4, add an element to the end of it, and you now have the correct pattern for a Cycle 1 pattern from x=5. etc. The same thing happens with the Cycle 2 patterns.
x=6 level. Here are the final configurations after making use of reflective symmetries for x=6:
Cycle 1:
5 3 – – 3 5 (Here’s that perfect accommodation, once again in Cycle 1. Also, there are now only 3 configurations in Cycle 1 as it represents the symmetric case.)
– 3/5 – – 3 –
– 3 5 – 3 –
Cycle 2:
3/5 – – 3 – 5
3 5 – 3 – –
3 – 5 3 – –
3 – – 3/5 – –
3 – – 3 5 –
These results seem to be important. It shows that there is some sort of order here. There is something in the weeds that smells like mathematical induction. Once again it gets close to something that makes sense of the prime numbers without making use of estimating functions (thus making me happy). Yet, I am slightly hiding the complexity of what is occurring here by using small set sizes (x=3, 4, 5, and 6). As the set sizes get bigger, and we have more primes to keep track of, the number of cycles may increase or start to overlap. I haven’t experienced that issue just yet, but you can see it becoming an issue as we have to juggle more primes.
As always, I’m thankful that you are reading this math blog and maintaining some level of interest in my method of attacking the primes. Thank you for reading!
Cheers,
Rob
]]>
I look to describe, explain, and clarify what some higher mathematical and scientific theories explore (like String Theory). Only, I will do this with story, language, and allegory, for these are the tools I work with best.
I am a Storyteller, this is how I use my creativity. I use the Creative Arts to explore the world around me (both physical and other dimensional realms), learning philosophical wisdom and, ultimately, working to generate and manifest Healing in the soul realms.
I have much experience in the soul realms and will relate an overview of what I have learned. Do with this as you will. Believe or do not. I would love to see you go forth to prove these truths in your own living, and more! Going boldly where few (or none) have gone before.
Part One: The Physical Dimension
Basic Science observes and teaches that our five physical senses are: sight, sound, smell, taste, and touch. If you cannot feel something with one or more of these senses, then that “thing” you are feeling ceases to be of the physical world. Some higher Sciences observe the possibilities of things that are beyond these physical senses.
Basic Mathematics is the quantifying and proving of the physical world through formula and function. Some higher Mathematics may also take on the challenge of exploring Theories that are not yet provable by this present physical world. For example: the possibility of multiple dimensions or alternate realities.
Basic Story and Language clarifies and relates the events of this physical world, often mixed with the mysteries of that which is beyond the physical realm.
The Dimensional Weave
In the physical realm, we can clarify, quantify, and put things into boxes with definite boundaries. This is often considered “proving” what is real. Yet, we all know that some things that are very real, cannot be “proved” or quantified by anything in the physical world. They may be observed or felt by things in the physical world, but not proved. Love is the most obvious of unprovable realities. Love may be observed, felt, fought for, embellished, distorted and any number of other things. But, you can’t prove its existence by a physical quantifier. You need something beyond the physical realms to clarify and quantify or prove its existence.
Beyond the physical realm, in other dimensions, qualifying edges are not conclusive. The boundaries here have fluidity and flow. Reality is also nonlinear and more helix in nature (like a spring coil). Each dimension spirals around at different accordion spreads: sometimes stretched out long and far between connecting points; sometimes squeezed in to touch, run into, or mash together at connecting points. Then, there is the layering of it all, as well. Each space, time, and dimension exists layered over another in the paradox of separation occurring in a unified context.
Time & Space has a Woven framework to it. I call it The Weave.
Think of a woven tapestry frame. There are horizontal lines and vertical lines that cross over each other in a hatchwork frame that the threads of life weave through. But, there is depth to this Weave as well, so (to start with) think of the weave frame being more cubelike in a threedimensional framework. However, that is only the beginning, for the Weave is not just horizontal, vertical, and wide. The “channels” or threads of the weave framework flow in multiple angles, diagonals, tangents, and even curves. Also, instead of being restricted to a consistent geometric (cube or ball) form, the whole weave is flexible and can be twisted, hooked, or accordioned; ever moving in waves like an ocean. Mind blowing isn’t it!
This whole Weave series (Time, Space, Dimensions, etc…) also exists inside Eternity, doing so with a beginning and end that is so far stretched away from us that we cannot seem to conceive it. Yet, to the Creator of Time & Space, this Weave is simply a creative tool in the Hands of an Intelligent Designer.
Therefore, it is possible for energy (like spirit and soul) to move off or outside the construct of the Weave framework, (to blend, dance, and jump through, thread to thread even), instead of remaining on, in, or a part of the woven tapestry. We just haven’t proven this in physically quantifiable terms, yet. But there are many who are not restricted to the physics of Time, Space & Dimensional Weaves. Sometimes we access this Weave blending ability through dreaming, meditation, or in extreme cases, outofbody experiences.
Further essays from here will explore some of these dimensions as I’ve come to know them:
The next post will begin with the Memory Dimension from where ghosts and the essence of memory lingers in locations and inanimate objects, (like houses, toys, and tools).
Part Two: The Memory Dimension
To read from the beginning of this series, check out Waxing Philosophical.
If you wish to read further exploits and adventures of this Oracle of Trevel, check out the website: Gregga J. Johnn & StoryintheWings.
]]>Beckett, Lacan and the Mathematical Writing of the Real proposes writing as a mathematical and logical operation to build a bridge between Lacanian psychoanalysis and Samuel Beckett’s prose works. Arka Chattopadhyay studies aspects such as the fundamental operational logic of a text, use of mathematical forms like geometry and arithmetic, the human obsession with counting, the moving body as an act of writing and love, and sexuality as a challenge to the limits of what can be written through logic and mathematics. Chattopadhyay reads Beckett’s prose works, including How It Is, Company, Worstward Ho, Malone Dies and Enough to highlight this terminal writing, which halts endless meanings with the material body of the word and gives Beckett a medium to inscribe what cannot be written otherwise.
Beckett, Lacan and the Mathematical Writing of the Real will be published by Bloomsbury in December 2018.
]]>Every topic of each day will have a number representing the dimension of the stadistics we are working with.
During the whole project I will be using some notation which may not be the official one.
We want to find a curve described by a polinomy such that for every ,
Let
We want and so, combining this two things we get:
It’s important to notice that for this to work, none of the x’s of the tuple has to be equal. It is imposibe to create a curve that go by each point if at some there are two y’s.
Let
We want to find some on so that is minimum for . We know that the range of is and that is finite. We know that the minimum of it will be when .
Expanding we will get the following expresion. Note that I will be using instead of , since wordpress makes the expression to ugly:
Letting and the known values as , , , and , we get a linear 2variable system of equations
which either has infinite solutions or one. If , and , it has a solution which is and
The mena distance from the elements to the mean of it. As I remember, and so we will use this form now on. We will let be the desviation and will have the following formula:
.
The desviation can be scaled with any biyective continuous funtion from , with any interval of reals.
I think there was something about correlation which meant when a set of random points had more relation with a line through them or they were randomly set. My approach on it is the following. Firstly we will set the sum of the distances from the points to the line. By Thales Theorem we know that we don’t need the perpendicular distance and so we will apply the vertical distance. Then we will just divide by the desviation and to end by :
As I had yesterday mentioned, I remembered something about a function with those propierties, the problem was that I couldn’t find such function yet. Working a little bit with my intuition and WolframAlpha I found this function with may be the one I was looking for:
And applying some of the propierties I mentioned before we would get the following:
The last part is to set the desviation on it, and I thought that the correct way would be the following:
We want to find the best fitting function for the set . We will continue as we did for the line equation. We want to minimize $S_e^m$. As we alredy know, the function $S_n^m$ has a minimum and is bounded. We will find the partial derivatives of the function and create a linear system of equations. As in the previus case, we will let be
Let , $B = \sum e^{x_i}$, , and .
.
To end the problem we just have to apply the same as we did in the first problem of this type.
I remember some of the notation that I had to work with in school.
Let $(x)_m$ be the tuple of information given.
The average of the information is the $AM_x^m$. The median of the information is if or $\frac{x_{(m1)/2}+x_{(m+1)/2}}{2}$ if it doesn’t. The mode is/are the most repeated elemnts of the information. The desviation can be calculated in the same way as we did with our previus work.
Let the information be , so each tuple has $latexn$ elements. Let such that
Let
And so if we conclude that:
From which, plugin the result in the main function, we get:
Is easy to notice that , since each of the monomials is alone and the maximum degree monomials are the ones in the form .
We can also increase the information with another new tuple and fix a variable so that the function is still valid. Let . Let $f'(x,y,z,..)$ be the configurated function with the new value. We can now define as
And so, since . Fix to
and we are done.