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Bill Dubuque
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 Posted: Mon Jul 14, 2008 8:02 pm Post subject: Re: #580 All Possible Digit Arrangements destroys the old va |
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plutonium.archimedes@gmail.com wrote:
[quote]Bill Dubuque <wgd@nestle.csail.mit.edu> wrote:
plutonium.archimedes@gmail.com wrote:
Where Natural Numbers = AP-adics ..
Archie, before I can comment you need to answer the following
questions about your ring of AP-adics, henceforth called AP.
1) Is the hypothesized ring AP a (totally) ordered ring, i.e.
does AP have a subset P of "positives", closed under + and *,
with every elt either positive (in P), negative (in -P) or 0 ?
2) Are the positive elements P well-ordered, i.e. does every
nonempty subset of P have a least element?
Lurkers please refrain from commenting until AP responds.
Well, Bill, the reason I wanted you to give a Euclid Infinitude of
Primes proof, both Integers, which is an ill-defined set [...]
[/quote]
I didn>t see an answer to my questions. Could you please plainly
answer either true or false to the above questions. It would help
if you could do so concisely, e.g. something like:
1) is ____
2) is ____
--Bill Dubuque |
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| Posted: Mon Jul 14, 2008 8:37 pm Post subject: #585 Geometry is superior to Algebra and dictates what numbe |
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lwal...@lausd.net wrote:
[quote]On Jul 14, 8:02�am, Bill Dubuque <w...@nestle.csail.mit.edu> wrote:
plutonium.archime...@gmail.com wrote:
Bill Dubuque <w...@nestle.csail.mit.edu> wrote:
1) �Is the hypothesized ring �AP �a (totally) ordered ring, i.e.
� � does AP have a subset P of "positives", closed under + and *,
� � with every elt either positive (in P), negative (in -P) or 0 ?
2) �Are the positive elements P well-ordered, i.e. does every
� � nonempty subset of P have a least element?
Lurkers please refrain from commenting until AP responds.
Well, Bill, the reason I wanted you to give a Euclid Infinitude of
Primes proof, both Integers, which is an ill-defined set [...]
I didn>t see an answer to my questions. Could you please plainly
answer either true or false to the above questions. It would help
if you could do so concisely, e.g. something like:
1) is ____
2) is ____
Archimedes Plutonium gives a partial answer to this
question in another thread, post #581:
The way I have set up the AP-adics is that they form the intrinsic
numbers that lie one the surface of
a ellipsoid (set of all positive AP-adics) and lie on the surface of
a pseudosphere (set of all negative
AP-adics).
So there definitely exist positive and negative AP-adics.
[/quote]
Euclidean Geometry can be thought of as a box with the zero point in
the middle
and the Cartesian coordinate system radiating outwards from the zero
point.
Every point in this Euclidean Space covered by a number which is an
All Possible
Digit Arrangement of infinite rightward string, both positive and
negative signed.
So Euclidean Space is a network where the points are numbers but where
there
are always holes between numbers
Here is all possible digit arrangements of two digits to the two place
value:
00 01
10 11
So there are 4 numbers in that category and no more (no more to
concoct a phony
Cantor diagonal). Notice also that in that category you cannot have
"absolute continuity"
for there is a hole between 00 and 01 or between 00 and 10.
Likewise do the same for All the Reals which would be a matrix that
would be infinite cardinality
and not just a 4 cardinality. And these Reals would be all possible
digit arrangements and would
have a hole between any two Reals. Cantor diagonal does not work here
either.
Now, if we pluck out of the All Reals those that are negative signed
such as (-) 0.3333....3333
and flipped them around we have (-) 3333.....33333 which is a negative
AP-adic.
The collection of all the negative signed Reals when flipped around
form the negative AP-adics
and form a Hyperbolic geometry that is the pseudosphere.
Now if we take all the positive Reals such as for example
0.6666....6666 and flip them around
would be 6666....66666 a positive AP-adics and would form Elliptic
geometry with the tacking on
of two imaginary numbers for the North and South Pole.
So the Reals are All Possible Digit Arrangements of infinite rightward
strings, both positive and negative
signed. They form Euclidean geometry
We can pluck out all the positive Reals, flip them over to make
infinite leftward strings and they form
Elliptic geometry
We can pluck out all the negative Reals, flip them over and they form
Hyperbolic geometry.
So algebra never enters the picture in this program. This program is
all about Geometry and what numbers
are intrinsic to geometry.
After we have all the numbers and geometry settled, can we go back and
then reflect on what Algebra
exists for the AP-adics and what exists for the Reals, since both of
them started from
All Possible Digit Arrangements. That means most of the Algebra of the
past century is flawed and phony.
Archimedes Plutonium
www.iw.net/~a_plutonium
whole entire Universe is just one big atom
where dots of the electron-dot-cloud are galaxies |
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Bill Dubuque
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| Posted: Tue Jul 15, 2008 10:47 am Post subject: Re: #584 how modern day Galois Algebra theory is a pool of p |
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plutonium.archimedes@gmail.com wrote:
[quote]Bill Dubuque <wgd@nestle.csail.mit.edu> wrote:
plutonium.archimedes@gmail.com wrote:
Bill Dubuque <wgd@nestle.csail.mit.edu> wrote:
plutonium.archimedes@gmail.com wrote:
Where Natural Numbers = AP-adics ..
Archie, before I can comment you need to answer the following
questions about your ring of AP-adics, henceforth called AP.
1) Is the hypothesized ring AP a (totally) ordered ring, i.e.
does AP have a subset P of "positives", closed under + and *,
with every elt either positive (in P), negative (in -P) or 0 ?
2) Are the positive elements P well-ordered, i.e. does every
nonempty subset of P have a least element?
Lurkers please refrain from commenting until AP responds.
Well, Bill, the reason I wanted you to give a Euclid Infinitude
of Primes proof, both Integers, which is an ill-defined set [...]
I didn>t see an answer to my questions. Could you please plainly
answer either true or false to the above questions. It would help
if you could do so concisely, e.g. something like:
1) is ____
2) is ____
No, I gave you answers. Euclidean geometry is composed of Elliptic geom
unioned with Hyperbolic geom [...]
[/quote]
Archie, I can only help you if you answer my questions concisely
by filling in the blanks above with either "true" or "false".
--Bill Dubuque |
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Ravi
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Grayvyard Mushruumz
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| Posted: Sun Oct 12, 2008 4:04 pm Post subject: Optical Disk Copies Must Be Gifts. |
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The mystic chords of memory... will yet swell the chorus of the Union
when again touched, as surely they will be, by the better angels of
our nature.
--Abraham Lincoln
<a href="http://ecn.ab.ca/~brewhaha/font/Saffron_Karaoke_Duet.wmv"
[quote]Manuscript Education.</a
[/quote]
I don>t think any teacher would argue against paired stimuli being
useful. What might not hav occurred to the average teacher is that he
is a more important and demanding stimulus than any video. That video
is no longer a duet. And it>s not as dark as it began. It>s a quartet
of Choral Dance, and the main demand I make regarding copyright is for
intact distribution.
Beyond the alphabet song that children will undoubtedly learn from
Sesame Street, it>s in a manuscript font very much like the standard
with just a bit of ornamentation, and it attaches different vowels to
consonants. Hopefully, that makes it easier to see how many options
exist for mixing and matching letters. It>s also in colour to
highlight phonetic relations that are usually reserved for University
students studying linguistics. Finally, it>s in a different order, and
for that same latter purpose of letting children know which consonants
can be confused, especially in noisy conditions.
Only the nasals are led by vowels, and that is because I find it
awkward to lead a word with ng. I had the choice of making one
exception or an exception for the whole group. That same group
contains the schwa only because I wanted a limit of five members per
group. That makes some of my graphics neater. Recently, I noticed that
aI is a dipthong, so I spelled it with the oE digraph, because I think
that was the orijinal purpose of that digraph in fonts.
To a music teacher, if there is someone besides myself willing to
teach this work to the point of a-cappella rendition, I also hav six
duets on my web page: SA TB SB TA ST and BA (Front, back, left-
diagonal, right-diagonal, left, right in one usual way of placing
singers; hard parts in the middle). I plan to render them with
instruments other than sine waves. I hope you will not be too
surprised to find that my tuning is not entirely on western octaves,
even if my opening chord can be found on a piano. GCGE (going up, also
identifiable as
2,3,4,5, or a fifth, a perfect fourth, and then a major fourth).
Lyrics are a tricky business in two places of my song. "Xah" is not
"ksah" (extend), "kshah" (Luxury), "gzhah" (Luxurious), or
"gz" (example); it>s a Welsh, Celtic, and Jerman sound in "Loch" as
the Scots say it; a glottal hiss. Qay is not a collision with the
standard name for our letter Kay; it>s a voiced glottal hiss or growl
that you might hear from Spaniards pronouncing an English awr. Dhose
are the only two sounds in the entire work that are not English.
_______
<a href="http://ecn.ab.ca/~brewhaha/">BrewJay>s Babble Bin</a> |
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*Anarcissie*
Guest
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| Posted: Mon Dec 01, 2008 2:42 pm Post subject: Re: If Only Business Schools Wouldn>t Teach Business |
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On Nov 30, 8:03 am, Dan Clore <cl...@columbia-center.org> wrote:
[quote]News & Views for Anarchists & Activists:http://groups.yahoo.com/group/smygo
http://tinyurl.com/6mcudk
Mangement
If only business schools wouldn>t teach business
by Martin Parker
guardian.co.uk, Sunday November 30 2008 00.01 GMT
The Observer, Sunday November 30 2008
Business schools are the cash cows of the contemporary university. Their
expansion in the UK over the past few decades has provided jobs for
ex-sociologists (like me), and a great deal of income through selling
degrees in local and global markets. Their profitability has also made
them useful in justifying the gradual reduction of state funding to
universities and the move towards a more marketised university system.
But what do business and management schools actually teach? The answer
is both obvious and slightly alarming. They teach capitalism.
Universities have often rather fawned on the rich and powerful. From the
kings and bishops who endowed the mediaeval universities to the
industrialists who built the Victorian ones, the institution has focused
on those with money and status. The business school is no exception.
With its glass atrium and brochure that implies a ticket to the plush
business lounge, it aims itself at the global managerial class. It does
not, by and large, sell its wares to voluntary organisations,
co-operatives or trade unions, and its relationship with the public
sector is uneasy.
But this focus results in a narrow conception of what business schools
should teach. If history departments teach about the past, and medical
schools teach about the human body, then business schools should teach
about organisations.
[/quote]
History departments don>t teach about "the past", and
medical schools don>t teach about "the human body".
Their focus is much more narrow than that. Likewise,
business schools do not teach about all forms of
organization, or even all forms of productive organization,
or even all forms of capitalist organization. Universities
are large, expensive organizations established and
maintained by a ruling class and studies of savages
or hippies are going to be very peripheral to the
concerns of their owners and operators. The kind of
business which appeals to them is the kind
where brisk men is good suits occupy the plush
lounges and flip billions of dollars back and forth.
Judging by the recent misadventures of capitalism,
they don>t do a very good job of studying even
within their narrow focus, but I guess that>s another
issue.
May I suggest that this may be for the best? You
can>t run a commune or cooperative successfully
with ruling-class values and ideas. By expanding
their purview, all business schools and universities
are likely to do is inflict their contagion on a larger
number of people.
[quote]That is their general subject-matter - exploring
the ways in which human beings come together for collective benefit, or
not. It doesn>t take a genius to notice that different people in
different times and places have organised themselves very differently.
There are few universals, and a staggering range of ways in which humans
have made and exchanged things, and justified power and authority. To
take a few at random, they would include communes and the Mafia, the
Amish and the Zapatista. They are not reducible to the recent invention
of 'management'.
In an obvious sense, management is a particular form of organising; not
the only one, nor the end of history, but pretty much the only thing
taught at b-school. This has at least one evident consequence:
alternative forms of organising are not taken to be options at all;
globalising, speculative capitalism is seen as inevitable. While I don>t
think you can blame the current financial crisis on the business school,
you can certainly say that the sort of knowledge sold by the business
school has become the common sense of the managerial classes.
Let>s think about it in a different way. Can you imagine studying in a
biology department which only teaches animals with four legs and omits
the rest? Or getting a degree in history based on studying a part of
17th-century Staffordshire? This is what business schools are doing.
They are creating a managerialist encyclopaedia that has had entire
categories of organising airbrushed out of it. Reading many textbooks,
you might assume that contemporary capitalism worked for everyone on the
planet, and that it had come into existence through a consensual form of
evolution. Listening to what many professors say, you might imagine that
marketing really did help customers find the best products, and that
developing countries have chosen to sell their cash crops at knockdown
prices.
But, most importantly, you would have no idea about the history and
practice of communes and co-ops; or the slow food movement and localism,
or forms of micro-credit and mutualism, or anarchist, environmentalist,
feminist and communist views on hierarchy and decision-making. I am not
suggesting that this censorship is deliberate; I think it is usually
based on carelessness or ignorance. But either way, students are being
taught that there are no animals that do not have four legs, and hence
that the present state of affairs is the best we can collectively
imagine. Consciences thus soothed, the graduate can collect his or her
pass to the executive lounge secure in the knowledge that this is the
best of all possible worlds.
Hence my proposal: rename management and business schools 'schools for
organising', and ensure they help to teach organisers (of all shapes and
sizes) the history and politics of organisation. This might mean handing
back some corporate sponsorship, and perhaps renaming a shiny lecture
theatre. It would also mean retraining some enthusiastic young lecturers
with high salaries and a fondness for suits and the language of the new
capitalism. Then students can expect courses on local exchange trading
schemes, as well as speculative futures and share swaps. If we are to
learn anything from the present situation, it must be that business as
usual is not an option. Who knows, when business schools start teaching
more than market managerialism, another world might become possible.
• Martin Parker is professor of organisation and culture at the
University of Leicester>s school of management
• Simon Caulkin is away
--
Dan Clore
My collected fiction: _The Unspeakable and Others_http://tinyurl.com/2gcoqt
Lord Weÿrdgliffe & Necronomicon Page:http://tinyurl.com/292yz9
News & Views for Anarchists & Activists:http://groups.yahoo.com/group/smygo
Skipper: Professor, will you tell these people who is
in charge on this island?
Professor: Why, no one.
Skipper: No one?
Thurston Howell III: No one? Good heavens, this is anarchy!
-- _Gilligan>s Island_, episode #6, "President Gilligan"[/quote] |
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