Category: <span>Education</span>

30 Jul

“3 Idiots” – A Real Life Case Study

INTRODUCTION

The movie ‘3 Idiots’ is totally focused on the current education system and its drawbacks. It has covered the situation of all the participants practically involved in the education system in India i.e. students, colleges, faculties and parents. Thus, this movie is a lesson to all the above parties, which I have analyzed after watching this movie.
Basically, this movie covers the pressure that the students of higher education are facing because of high end expectation from their parents, colleges and faculties. One of the important issues covered in this movie is student’s suicide due to pressure and failure in fulfilling the expectations. As such kind of incidents are not good for the society, country and families.

India is a young country and youths are the trend setters for any nation. It is a matter of concern for all of us and we must look into this issue seriously. This kind of incidents also affects us directly or indirectly as we all are part of this system. Thus, we need to think and bring some dynamic and revolutionary changes in the education system of the country. This movie seems to me like a real life case study about Indian Higher Education System.

The movie enlightens the drawbacks of current education system. As it clearly shows that how students of higher education are forced to perform best in their exams to achieve good marks, which will get them a highly paid jobs in top most companies around the globe. According to current system we teach our youngsters that Life is a race and to be successful you have to run faster and leave others behind. In this race they start using shortcuts and other means to get success just like the character “CHATUR” in the movie.

In this race, everybody in the system misses or skips the importance of knowledge and its practical usability in life and work. The gist of this movie is that instead of running behind degree and marks, we should focus on getting knowledge and developing skills through knowledge. This will develop excellence in students and make them eligible to do their work more effectively and efficiently.

The movie ‘3 Idiots’ also teaches us some lessons which I have classified into following categories

1. Lesson for Students
2. Lesson for Parents
3. Lesson for Faculty
4. Lesson for Colleges

1. Lesson for Students

a. Students should believe in knowledge, as knowledge will develop excellence in them, which will further lead them towards success.

b. They should understand the fact that there is no shortcut to success. The only road to success is hard work and knowledge.

c. Don’t be worried about the result while studying or doing any work. Just believe in your work, as the result depends on your work but not on your worries.

d. While choosing your career, instead of running behind money and glamour, choose that career which interests you more and for which you are more passionate.

e. Always share your thoughts and interests with you parents and try to convince them positively. Do not create pressure on them by doing negative activities if they are not convinced.

f. Study to gain knowledge not just to get a degree. If you will study to get degree you will not get knowledge, but if you will study to gain knowledge you will also get degree along with it.

g. Suicide is not the solution of any problem, but it is running away from the problem.

2. Lesson for Parents

a. Parents should discuss with their children about their interests, aims and objectives.

b. They should not be forced to do what their parents want them to do, instead they should be motivated to choose career of their interest.

c. Parents need to create a friendly environment at home, so that their children should be able to share their ideas and thoughts anytime.

3. Lesson for Faculties

a. Faculties should become mentors to students instead of just being a teacher.

b. Teach the students practical applicability of the theoretical concepts.

c. Try to develop innovation and creativity in students by discussing more and more about cases, situations and concepts.

d. Use student friendly tools and techniques to teach them.

e. Instead of forcing students, motivate them to do things by showing them benefits of it.

4. Lesson for Colleges

a. Colleges need to develop environment which provides knowledge to students.

b. They also need to create healthy competition among students towards attaining knowledge.

c. The overall focus of academic activities in a college should be towards development of creativity and ability in their students.

d. College administration should not force students to adapt system but they should be motivated to do so.



Source by Arun Mishra

27 Jul

Influencing The Quality Of Education

Do we really believe that every child can succeed? How does the view that a child’s potential is limited affect our ability to reach that child and inhibit his growth and academic success? The largely unexplored, and in some cases erroneous, beliefs held by many mainstream educators have resulted in ineffective and even damaging educational practice. The way we view students and learning affects what we teach, how we teach, and ultimately, student learning. Some teachers design curricula as if diversity didn’t exist; they ignore or are unaware of how their students’ backgrounds or contexts shape their learning styles and affect their achievement.

We prefers observation over research’s traditional pre- and post-testing and surveys as the best means of gathering information about people. Observation allows one to discern the number and types of variables that impact learning in a particular context. For example, observation of infants and small children has shown they are capable of processing information at a much more complex and abstract level than other forms of research previously had shown them to be.

A second erroneous belief held by many educators is that intelligence is a definable, measurable, static entity. First, not even psychometric experts themselves can agree on a common definition or theory of intelligence. Neither the instruments nor quantification procedures used by IQ psychometrists could produce accurate, scientific results.

Moreover, the mental measurement of intelligence is in no way a prerequisite for present success in school. No body of data shows that any use of traditional IQ or mental measurement is tied to valid teaching and learning. Therefore, IQ measurement is a professionally meaningless ritual, a ritual with unnecessarily harmful consequences, that saps professional thought and action in a negative way, causing professionals to overlook successful strategies and approaches in education. It is a ritual that shapes student self-image in a negative way.

Some educators make the mistake of thinking intelligence is a fixed, unchangeable entity. This viewpoint is based on the belief that one’s IQ is some fixed quantity that cannot grow. Those who hold this erroneous belief take no time to nurture the learner because they do not believe that such nurturing can have any effect on learning. Consequently, teachers spend more time focusing on measuring capacity and on standardized test scores than on developing curricula that help students grow. This practice can lead to an overreliance on test scores as indicators of future success. While some educators use results from such tests as the SAT and ACT to predict student success, these tests only show the degree to which students have been exposed to material on the exams.

A third misconception is the doubt society has about the ability of all children to succeed. This misconception about student capacity has led many to question whether schools can improve learning. And yet, there are many schools that do succeed regardless of what IQ tests and popular opinion might predict. Some schools have developed a curriculum that is rigorous and demanding. The school day is longer than in other schools, and students are expected to work hard to succeed. Since their inauguration, these schools have posted gains in student achievement of over 48 percent on standardized tests. Teachers at these schools did not focus on what IQ tests or context indicated about student success. We must stop examining why students and schools fail and study instead how to work within each context to maximize success.

We are especially concerned with how education researchers confuse political issues with professional ones. Educators waste time developing standards against which to measure students, when they should be working on nurturing students’ growth. Confusing politics with professionalism can also mislead education researchers into assigning professional motives to people who actually have a political agenda.

Does instruction really make a difference in student learning? The cognitive system represents the lowest level of learning. This is the level at which most classroom instruction occurs in the form of declarative or procedural knowledge. Declarative knowledge is information that is absorbed and understood – for instance, memorizing historical dates. On the other hand, procedural knowledge can be described as skills or processes students master – for instance, using the process of scientific inquiry.

In most classrooms today instruction in science, geography and history is heavily weighted with declarative knowledge. Math instruction is about half declarative and half procedural. Language arts instruction includes three-quarters procedural and one-quarter declarative knowledge.

The next level in the hierarchy of human learning is metacognitive. At the metacognitive level, students think about their learning. They set goals for their learning, assess the resources they need, determine their own learning strategies and monitor their own progress. Another broad area of the metacognitive system is the learner’s disposition toward learning. Does the learner persevere, seek clarity and push his or her own limits?

Topping off the hierarchy is the self system where learners think about how their beliefs impact their learning. Belief systems have a powerful impact on what students learn. It is the level of emotional involvement students have with their learning that determines its impact. The learners’ beliefs about themselves, others and the world, as well as their own personal efficacy, all interact as they generate goals for their own learning.

If educators know how to increase learning dramatically, why then are students in many of the nation’s classrooms demonstrating such poor performance? There are many reasons, including a lack of solid philosophical foundation for incorporating innovations. Another, is a lack of public support for change.

Teachers must make conscious choices about learning goals and then design lessons to elicit that learning. In many classrooms teachers themselves are not clear about the student learning they are seeking, so they may not be using the most effective instructional strategies. Indeed, it is often difficult to identify the type of knowledge that is desired. Research shows that teaching vocabulary through imagery and fuzzy definitions has the biggest impact on learning. Yet how do most teachers approach vocabulary instruction? By having students memorize definitions and use words in sentences. Similarly, use of stories is the best strategy for teaching information that is factual or involves time or cause-and-effect sequences. Yet most teachers instead ask students to memorize dates.

Meta-analysis reveals that in terms of the hierarchy of learning, if students do not believe they can learn or that learning is important to them, no instructional strategies will produce effective, long-range learning. Teachers must be aware not only of the goals of the learning and the best corresponding instructional strategies, but also how to impact student beliefs about their learning. Only then will effective instructional strategies result in significantly greater learning.



Source by Megan Wilson

24 Jul

Top 10 Tips For Choosing a Budget Laptop

Choosing a Laptop on a Budget – Tips for Canadian University Students

One thing all Canadian University students are going to need these days is a laptop. A laptop’s main advantage over a stationary PC is its size and portability. For many degree programs, a laptop can be an indispensable tool for most if not all of your classes. In the modern digital age, most professors or class lecturers are using PowerPoint or Adobe formats for their class notes and presentations. Most provide copies to students via class websites for download and printing and many classes even require them as daily classroom material. While printing the notes or presentations and following along is a perfectly okay way of managing your classes, the use of a laptop puts everything in one place.

Just imagine sitting in class, following along with the notes and typing your own remarks or memory aids just below each slide. At the end of class, hit Save, close the laptop, go to your next class and rinse/repeat. While this may seem obvious it is the not-so-obvious benefits that are causing more and more students to switch from the old paper and pen system to a digital one. While you’re following along in class, you can be catching up on e-mails, using Wikipedia or Google for further explanation on topics you’re not 100% sure of, or even participating in real-time class discussions about the very notes you’re covering! I had one professor who encouraged laptop usage not only for managing digital notes but also to participate in a live Twitter feed he would set up each day. Rather than raise your hand and ask a question out loud risking embarrassment and ridicule, he would have students Tweet the class Twitter account and answer student questions that way. I’ve never seen such useful and extensive class discussion as I did in that class, even if it was partially digital! Anyway, on to the tips!

Tip #1 – Choose The Size Wisely!

While 16″+ laptops are easy to look at and very comfortable to use, they really aren’t that practical for a student intending on using them in class. Here’s why: Many lecture halls and classrooms try to pack in as many desks and students as possible. As a result, personal space is not all that abundant. Some classes have long tables with chairs that can accommodate a large laptop, but most definitely do not. Most lecture halls have chairs with an attached surface which is sometimes as small as 12″ wide! They were built with sheets of paper and clipboards in mind, not 16″ supercomputer laptops. So beware of larger “entertainment” laptops and always keep in mind what you’re really buying this laptop for. I’d recommend going no larger than 15.1″ and even then they can be a hassle at times. Try to go as small as you can tolerate.

Tip #2 – Battery Life

For most students, a day at school can be 6 hours or more. While much of your time is spent racing from class to class or grabbing lunch or coffee, the rest is spent sitting in class likely using your brand new laptop. This is where having a laptop with excellent battery life really pays off. If buying from an electronics store, ask the salesman how long you can expect a full charge to last on average. Try to find a laptop that has a battery capable of at least 2 hours. Apple laptops are famous for their long battery lives often lasting 4 hours or more, but they’re also famous for being rather expensive and probably won’t be an option for anyone choosing a budget laptop. If you’ve found a laptop you like but you find it has a poor battery life, buying a spare battery is always an option. If your salesman is working on commission, see if he or she will throw one in for free. If all else fails, stuff the power cord into your backpack and keep your laptop charged during breaks between classes.

Tip #3 – Memory

There are two kinds of memory in a computer, RAM and Storage(hard drive) Memory.

  • RAM is what your computer uses to load programs, play video, music, etc. Think of it like a handyman’s work bench. The more room he has, the more projects he can work on simultaneously and the faster he can access each of them. More is always better when it comes to RAM, so don’t try to cut costs on this feature but don’t break the bank going to large amounts either. 4GB should be plenty.
  • Storage Memory is what your hard drive is. It’s where all the stuff you install and save get stored. If you plan on using your laptop for music, video, games, etc. you’ll want as big a hard drive as you can afford. If your laptop is going to be used just for casual web browsing, e-mailing, IM’ing, essay-writing, etc. then this is definitely a feature you can minimize to save some $$. I would advise getting at least a 100GB hard drive as Windows, Microsoft Office, and other essential programs can really add up in memory usage over time.

Tip #4 – Processor Speed

This again depends on your planned usage. If you want to play movies and games you’re going to need a processor that’s beefy enough to handle it. But if you’re just doing casual tasks like web browsing, e-mailing, etc. then this is another feature you can cut costs on to save lots of $$. Don’t go lower than 1.6GHz though, this should be your bare minimum.

Tip #5 – Onboard Sound and Video

Do not let a salesman talk you into buying a laptop that has standalone sound and video adapters as these add to the overall cost of a laptop in a huge way. A sound card and video card can often DOUBLE the price of an otherwise suitable laptop. Again, unless you’re doing some heavy-duty gaming or video editing these are not necessary and you will never fully utilize them. It’s kind of like buying an automatic machine gun when all you need is a slingshot.

Tip #6 – Pre-Installed Software

Make sure your new laptop has at least Windows 7 and some productivity software. If it doesn’t have Windows 7 or Microsoft Office you’re probably going to want to try to bargain it in with your salesman. If he tries to sell them to you at full price or even slightly discounted, do not, DO NOT buy it from him. Students get large discounts through their on-campus computer and software outlets often in the range of 80% off. For example, I can get a full version of MS Office Home and Student Edition for $60 and Windows 7 Professional for $99. They are regularly priced at $160 for Office and $329 for Windows 7 Pro both at Future Shop. (Time of writing: July 12, 2010) This is another great area to save lots of money on a student laptop.

Tip #7 – Everything Else is Just Extra

As for all features I haven’t covered, consider them fluff or extras. Digital card readers, fingerprint scanners, built-in webcams, auxiliary ports, etc. are all stuff that you really don’t need to consider. If the model you choose has them and they don’t add much to the bottom line, great. If a salesman tries to convince you that you’ll get hit by lightning if you don’t have them, walk away. Never forget what you’re buying this laptop for and don’t let words like “premium extras”, “limited edition model”, or “media-friendly” trick you into opening your wallet any further than you have to. Over the life of your laptop you may use those features once or twice so they’re definitely not worth the $100 or $200 they’re going to add to the price tag.

Tip #8 – Shop Around!

Don’t let the sales people on commission manipulate you into buying right then and there. “This sale ends tomorrow…” is the oldest line in the book. What they’re not telling you is that this sale ends but a newer, even better one starts right after it. Never feel pressured to capitalize on what appears to be an unbelievable deal. If they can afford to sell you that laptop at that price today, they can afford to do it again tomorrow, or even next week. Make sure you compare prices with other stores like Future Shop, Best Buy, Wal-Mart, Costco, London Drugs and Staples. Then check online at Canadian sites TigerDirect.ca and NCIX.com to compare how good the deals really are. Often you’ll find better deals online while price-checking the deals you found in-store so keep an eye out for those “online only deals”.

Tip #9 – Accessories

The only accessories I would recommend are a small mouse and a laptop skin. Note: not a laptop bag, but a rubber skin with a zipper, they’re much cheaper. It’s like a wet-suit for your laptop. That’s all you need to keep it safe from bumps and scratches and it fits nicely in your backpack. I also recommend a mouse for those times when you’re in the library or at home and have some space to spread out. The touch pads are great for portability and convenience but nothing beats navigating with an actual mouse you can hold in your hand. Look for the small wireless mice designed specifically for laptops. Some of the nice ones combine a data storage key along with the USB plug-in component of the wireless mouse giving you a great place for keeping documents, resumes, and anything else that you may need fast access to from any computer.

Tip #10 – Warranties

Many electronics stores and computer outlets offer their own store warranties upon the sale of an item. For computers these can be a good thing if the price is right. They’ll often tell you how any problem big or small will be taken care of free of charge if you purchase a warranty. What they don’t tell you is that there is almost no limit to how long they can keep your laptop to do a repair. The major electronics stores in Canada have central servicing offices where they send their warranty claims for repair. In plain english, you’re stuck without a laptop during the time it takes for your computer to be shipped, repaired, and sent back to the store you dropped it off at. Depending on the repair and parts availability, this can take up to 6 months in some cases!! Personally I feel warranties are a waste of money as I’ve never encountered a problem so grave I couldn’t fix it myself. But I’m sure everyone has heard a story of someone who bought a computer only to have it die the next day so it’s really all about budget and personal choice. For me I’d rather save the $50-$100 and pay a local repair shop for faster service if anything ever goes wrong.

Conclusion

I hope you’ve found these tips useful! I write them from experience as a Canadian University student who owns a Hewlett-Packard G10 laptop that I bought with Future Shop gift cards that I received last Christmas! I managed to get it $200 cheaper using the tips above so they definitely work! If you think I’ve missed something or if you have any comments at all let me know on the forum or comment below. Happy laptop shopping!

** original article location here



Source by Jamie Storm

21 Jul

Type 2 Diabetes – Simple Tips to Help You Control Your Blood Sugar

Being diagnosed with Type 2 diabetes can lead to anxiety, fear, and a lot of confusion about what types of foods you should be eating. It also usually comes with the harsh reality you may be faced with taking medication for the rest of your life. However, the good news is there are steps you can implement in your diet and lifestyle that can help improve your overall health, and potentially even reverse you Type 2 diabetes.

Let us look at the top four tips on living healthy with diabetes…

1. Eliminate Processed Sugar. A huge part of controlling your blood sugar is watching your diet. A big way to improve your health is to swap out processed sugar for natural sweeteners such as stevia, or high-fiber fruits like raspberries. The less sugar you eat, the better you will be able to balance your blood sugar levels.

2. Combat Stress. During times of difficulty, your blood sugar levels increase, so here is one more reason to make sure you are managing your overall stress levels. Knowing how to handle stress best is essential when you are feeling completely overwhelmed, as this type of pressure can interfere with your overall health. Try to implement a handful of stress-management techniques into your day whether this is…

  • a yoga class,
  • deep breathing, or just
  • taking a few minutes to meditate before you start your day.

Making time for just a small about of stress reduction can make a huge difference in how you feel, and how well you balance your blood sugar levels.

3. Check in with Your Doctor. After you are diagnosed with high and unstable blood sugar, it can be easy to become overwhelmed, and you may forget to follow-up with your routine doctor’s appointment. Following up with your doctor can help with your diabetes management plan. Your doctor can run blood tests to check your cholesterol and triglyceride levels and to monitor your blood sugar.

4. Exercise. Exercise is vital for overall health and can help you better manage your Type 2 diabetes. Being physically active can help lower your blood sugar and also help you maintain a healthy weight. Do whatever form of exercise you love, so you know you will stick with it!

While being diagnosed with diabetes of any form can come with a lot of confusion, it does not mean you cannot live a healthy lifestyle. Making healthy changes can help you better control your diabetes by getting your blood sugar levels in check, and may even help you reverse your Type 2 diabetes over time.



Source by Beverleigh H Piepers

18 Jul

How to Study for a Comprehensive Final Exam

One of the great difficulties between high school and college is the prevalence of comprehensive final exams. In high school, most courses test primarily on the material that has been covered since the previous test. In college, suddenly students are expected to know material that has been covered since day 1. By the time that the final exam rolls around, this could mean material that was covered almost six months earlier. For students where learning new information often seems to force out old information to make room (just kidding), the comprehensive final often serves as a bit of a culture shock. Luckily, there are some tips that can be followed in order to best assure that students can make this adjustment and excel in their collegiate careers.

* Proper Note Taking: It sounds cliché, but there really is no substitute for good note taking in college. This means more than just taking a lot of notes. Anybody who knows shorthand can write down everything that the professor states, but that does not mean that they will have a good list of notes to work off of. In fact, this would lead to information overload and the student would never be able to filter out the important information that they need to focus on. A great way to ensure that notes are organized in a manner of importance is to take them in outline format. Outlines allow the student to organize their notes into grouped topics. The important matters of the class discussions are shifted farther to the left in the notes while the details are located more to the right.

* Regular Reviews: The worst thing that a student can do for a class with a comprehensive final examination is to wait until right before the final before reviewing the notes dealing with earlier topics. At some point, ‘out of sight, out of mind’ factors in and the student will never be able to recall all the important details throughout the semester based solely on their previous notes. However, this is easily countered by reviewing previous topics throughout the entire semester. This does not mean that the student needs to study everything every night. But rather, they should make sure that they have gone through all their notes on more of a weekly basis. They will likely find that even if they do not study every detail, the details will still stay fresh in their mind thanks to simply keeping the information in the short term memory queue.

* Do Not Panic: It sounds daunting, but at the end of the day, the comprehensive final is still just another test. It is likely going to be in a similar format to the tests taken earlier in the year – and if it differs greatly, the professor will almost always lay out those differences. In fact, many students often find comprehensive finals to be easier than sectional exams. This is because there is so much material to be tested on that the test givers may focus primarily on the most important and most easily recalled material. Meanwhile, typical exams may dig deeper into the details and harder to find items since there is less overall material to be tested on. It is also not uncommon for comprehensive finals to regurgitate test questions from previous exams that the student has already taken. At the end of the day, it is important for the student to keep to what works for him or her. Incorporate the items above into their previously successful studying habits and they will find the final exam to be no sweat.



Source by Felix Chesterfield

15 Jul

Intricacies of Machine Learning in Data Science

Machine learning served as APIs

Machine learning is no longer just for geeks. Nowadays, any programmer can call some APIs and include it as part of their work. With Amazon cloud, with Google Cloud Platforms (GCP) and many more such platforms, in the coming days and years we can easily see that machine learning models will now be offered to you in API forms. So, all you have to do is work on your data, clean it and make it in a format that can finally be fed into a machine learning algorithm that is nothing more than an API. So, it becomes plug and play. You plug the data into an API call, the API goes back into the computing machines, it comes back with the predictive results, and then you take an action based on that.

Machine learning – some use cases

Things like face recognition, speech recognition, identifying a file being a virus, or to predict what is going to be the weather today and tomorrow, all of these uses are possible in this mechanism. But obviously, there is somebody who has done a lot of work to make sure these APIs are made available. If we, for instance, take face recognition, there has been a plenty of work in the area of image processing that wherein you take an image, train your model on the image, and then finally being able to come out with a very generalized model which can work on some new sort of data which is going to come in the future and which you have not used for training your model. And that typically is how machine learning models are built.

The case of antivirus software

All your antivirus software, typically the case of identifying a file to be malicious or good, benign or safe files out there and most of the anti viruses have now moved from a static signature based identification of viruses to a dynamic machine learning based detection to identify viruses. So, increasingly when you use antivirus software you know that most of the antivirus software gives you updates and these updates in the earlier days used to be on signature of the viruses. But nowadays these signatures are converted into machine learning models. And when there is an update for a new virus, you need to retrain completely the model which you had already had. You need to retrain your mode to learn that this is a new virus in the market and your machine. How machine learning is able to do that is that every single malware or virus file has certain traits associated with it. For instance, a trojan might come to your machine, the first thing it does is create a hidden folder. The second thing it does is copy some dlls. The moment a malicious program starts to take some action on your machine, it leaves its traces and this helps in getting to them.



Source by Shalini M

12 Jul

Top 5 Mental Math Methods in the World

Today you can define mental math in various different ways. Some would say, memorizing times table and remembering the solutions can form the part of mental mathematics. Some would say ability to perform simple calculations in your head can be mental mathematics.

The web dictionary defines mental mathematics as “Computing an exact answer without using pencil and paper or other physical aids.”

Today there are five methods available to learn and practice mental mathematics.

Let’s begin with the first one called ‘Learning by Heart’ or better known as the rote memorizing method where your teachers ask you to mug up boring multiplication tables. It not only kills the interest of the child in mathematics but also makes sure that he develops hatred towards the subject for the rest of the years he studies it. This system gives its ardent devotee some degree of success initially as he is able to answer easy problems but then when the supposedly bigger application problems come the steam is almost over.

The second one gives you a good degree of success and I would highly recommend it to the younger lot out there. It hails from China and is popular by the name of The Abacus (also known as the Soroban in Japan). An abacus is a calculating tool, often constructed as a wooden frame with beads sliding on wires. With the use of this tool one can perform calculations relating to addition, subtraction, multiplication and division with ease. Gradually one practices with the tool in one’s hand and later on when experienced he learns to do it without the tool. This tool is then fitted into the mind mentally and he can then add, subtract multiply and divide in seconds. This tool also enhances a child’s concentration levels.

The main drawback of this system is that it focuses only on the 4 mathematical operations. Concepts beyond these operations such as Algebra, Square Roots, Cubes, Squares, Calculus, and Geometry etc cannot be solved using it at all. Also one needs a longer time to be able to fully get a grasp of the system hence you see courses in the abacus stretching to over 2 years which leads the child to boredom and then quitting from the course.

Another Chinese system mainly collected from the book The Nine Chapters on the Mathematical Art lays out an approach to mathematics that centers on finding the most general methods of solving problems. Entries in the book usually take the form of a statement of a problem, followed by the statement of the solution, and an explanation of the procedure that led to the solution.

The methods explained in this system can hardly be termed mental and they lack speed to top it all. The Chinese were definitely the most advanced of the civilization thanks to the Yangtze and Yellow Rivers but if I were to choose out of the two methods given by this culture It would be the abacus.

If wars have a 99.99% downside, sometimes they can have an upside too for they give birth to stories of hope and creativity. The next mental math system was developed during the Second World War in the Nazi Concentration Camp by a Ukrainian Mathematician Jakow Trachtenberg to keep his mind occupied. What resulted is now known as the Trachtenberg Speed System of Mathematics and consists of Rapid Mental Methods of doing Mathematics.

The system consists of a number of readily memorized patterns that allow one to perform arithmetic computations very quickly. It has wider applications than the Abacus and apart from the four basic operation methods it covers Squares and Square Roots.

The method focuses mostly on Multiplication and it even gives patterns for multiplication by particular number say 5,6,7 and even 11 and 12. It then gives a general method for rapid multiplication and a special two finger method. After practicing the method myself I realized that the multiplication was a very applicable mental method but the other methods covered to solve division and square roots were not very friendly and were impossible to be done mentally. I was in search of a much better wholesome method where I could easily perform other operations also. Another drawback of this system was that it too like the abacus failed to have a wider scope i.e to encompass other fields like Algebra, Calculus, Trignometry, Cube Roots etc

A Recommendation by a friend of mine from America introduced me to what is known as the Kumon Math Method. It was founded by a Japanese educator Toru Kumon in 1950s and as of 2007 over 4 million children were studying under the Kumon Method in over 43 different countries.

Students do not work together as a class but progress through the curriculum at their own pace, moving on to the next level when they have achieved mastery of the previous level. This sometimes involves repeating the same set of worksheets until the student achieves a satisfactory score within a specified time limit. In North American Kumon Centers, the mathematics program starts with very basic skills, such as pattern recognition and counting, and progresses to increasingly challenging subjects, such as calculus, probability and statistics. The Kumon Method does not cover geometry as a separate topic but provides sufficient geometry practice to meet the prerequisites for trigonometry, which is covered within the Kumon math program.

I was much impressed with the glamour around Kumon but a glimpse of its curriculum deeply disappointed me. It is not mental at all. It does not offer any special methods to do mathematics and one does not improve one’s speed by doing Kumon Math. There is a set curriculum of worksheets which one does till one achieves mastery in the subject. So say for example a sheet on Divison- one would continue to do division by the conventional method till he gets a satisfactory score and then he moves on to a higher level. This certainly doesn’t make division any faster and the process is certainly not mental.

A deep thought on the reason of its tremendous popularity in America led me to conclude was the lack of a franchisee business model of the abacus and the Trachtenberg speed system in the 1950s. The franchisee model was essential in taking the course from country to country. This is where Toru Kumon thrived.

Dissapointed with other cultures in the world, my search made me look in my own Indian culture. What I found astonished and amazed me so much that I fell in love with the system and started coaching neighbourhood students in it.

This is easily the World’s Fastest Mental Mathematics System called High Speed Vedic Mathematics. It has its roots in Ancient Indian Scriptures called the Vedas meaning ‘the fountain head of knowledge’. With it not only you can add, subtract, multiply or divide which is the limiting factor of the abacus but you can also solve complex mathematics such as algebra, geometry, Calculus, and Trigonometry. Some of the most advanced, complex and arduous problems can be solved using the Vedic Maths method with extreme ease.

And all this with just 16 word formulas written in Sanskrit.

High Speed Vedic Mathematics was founded by Swami Sri Bharati Krishna Tirthaji Maharaja who was the Sankaracharya (Monk of the Highest Order) of Govardhan Matha in Puri between 1911 and 1918. They are called “Vedic” as because the sutras are contained in the Atharva Veda – a branch of mathematics and engineering in the Ancient Indian Scriptures.

High Speed Vedic Mathematics is far more systematic, simplified and unified than the conventional system. It is a mental tool for calculation that encourages the development and use of intuition and innovation, while giving the student a lot of flexibility, fun and satisfaction . For your child, it means giving them a competitive edge, a way to optimize their performance and gives them an edge in mathematics and logic that will help them to shine in the classroom and beyond.

Therefore it’s direct and easy to implement in schools – a reason behind its enormous popularity among academicians and students. It complements the Mathematics curriculum conventionally taught in schools by acting as a powerful checking tool and goes to save precious time in examinations.

The Trachtenberg Method is often compared to Vedic Mathematics. Infact even some of the multiplication methods are strikingly similar. The Trachtenberg system comes the closest to the Vedic System in comparison and ease of the methods. But the ease and mental solvability of the other method especially division, square roots, cube roots, Algebraic Equations, Trigonometry, Calculus etc clearly gives the Vedic System an edge. Even NASA is said to be using some of this methods applications in the field of artificial intelligence.

There are just 16 Vedic Math sutras or word formulas which one needs to practice in order to be efficient in Vedic Math system. Sutras or Word Math Formulas such as the Vertically and Crosswise, All from Nine and Last from ten helps to solve complex problems with ease and also a single formula can be applied in two or more fields at the same time. The Vertically and Crosswise formula is one such gem by which one can multiply, find squares, solve simultaneous equations and find the determinant of a matrix all at the same time.

If either of these methods is learned at an early age, a student aged 14 can perform lightening fast calculations easily during his examinations and ace through them.

Vedic Mathematics is fast gaining popularity in this millennium. It is being considered as the only mental math system suited for a child as it helps to develop his numerical as well as mental abilities. The methods are new and practical and teach only Mental Rapid Mathematics.

The system does not focus on learning by repetition as in the Kumon Method. The system focuses on improving intelligence by teaching fundamentals and alternate methods. The purpose is not limited to improving performance in the school or tests, but on providing a broader outlook resulting in improved mathematical intelligence and mental sharpness.

To know more about the Vedic Mathematics Sutras – The World’s Fastest Mental Math System you can visit http://www.vedicmathsindia.org

This Article is by Gaurav Tekriwal,, The President of the Vedic Maths Forum India who has been conducting High Speed Vedic Math Workshops for the last five years and has trained over seven thousand students across the world in the field. He is the author of the best selling DVD on the subject which contains over 10 hours on the subject. He is an expert in the field and revolutionizes the way children learn math.



Source by Gaurav Tekriwal

09 Jul

Times Tables and the Vocabulary of Mathematics

How many times do you see people apologise for using mathematics in a television programme, book, discussion group etc? They apologise for using equations or mathematical terms as though they were talking Martian. Everyone these days has attended countless maths lessons at school and many have studied the subject to a higher level, so there really is no reason to avoid these terms and concepts.

Even Professor Hawking of Cambridge University, in his book ‘A Brief History of Time’ said he had been told to keep the number of equations to a minimum as every equation he included halved his potential readership.

What a crazy world we live in. You never hear a reviewer of a drama or fictional book apologising for using big words to describe the characters or the genre of the piece. Why do we do this in mathematics and why do we mathematicians put up with it?

Children love to learn and use new, often difficult, words. Watch them trying to get their tongues around words such as ‘Tyrannosaurus Rex’, ‘Diplodocus’ or the name of some Italian or Lithuanian football player. They love it!

So, listen out for mathematical language and make sure you are introducing it into your conversations with your youngsters whenever appropriate, just as you would any other term.

You can begin when they are very young and I should like to use the concept of multiplication as an example.

How many ways can we describe a simple sum such as ’12 x 6′?

All of the following statements involve this problem:

What is 12 times 6?
What is 12 multiplied by 6?
Find the product of 12 and 6?
What is 12 times more than 6?
What is 12 lots of 6?
What number is 12 times greater than 6?
What is 12 groups of 6?
What is the 12th multiple of 6?
Commutative Law (the law that says that 12 x 6 is the same as 6 x 12)

There are similar words and phrases for the other three processes:

Addition – total, sum, all together, plus, how many in all…

Subtraction – difference, how much more, subtract, take away, how many are left, how much less than, how many more to make…

Division – divided by, divided into, quotient, shared between, halve, one third of, how many 5s make 35?…

Once you introduce these terms into your everyday conversation, other mathematical terms such as ‘equilateral triangle’, ‘isosceles’, ‘quadrilateral’, ‘hexagonal’, ‘perimeter’, ‘millimetre’ and ‘enlargement’ will not scare the pants off them and will soon become part of their everyday language too.

Children’s brains are designed to learn new words quickly and they love trying, so please use this to your (and their) advantage.



Source by Alan Peter Young

06 Jul

The Science-Art Solution to Climate Change

During my 1978 Artist-in-residency at the University of Adelaide I wrote to black hole physicists around the world pointing out that when Einstein’s mathematical theories were subjected to the universal forces obeying the law of equal and opposite reaction, then later his worldview of physics reality would have to be rewritten.

My theories were recorded in Australian newspaper articles and were attacked by influential scientists as being nonsense. However, two world famous black hole physicists, John Taylor and Remo Ruffini, came to my defence and the argument became a topic of international scientific speculation.

In 1979 the Science Unit of Australian National Television documented the life’s work of seven world famous scientists and included my Science-Art theories into their eight-part series, The Scientists – Profiles of Discovery. This was screened internationally and my section was sub-titled, Pope – The Catalyst. The Director of the Science Unit of Australian National Television considered that my research was acting as a catalyst for the introduction of a more advanced biological science. He held that my theories held information demonstrating that Einstein’s mathematical structure of reality does not apply to biological systems.

A human catalyst does not contribute monumental acts of intellect to the World. He or she somehow allows great scientific changes to occur by introducing a very small amount of information that makes great changes happen. In my case for example, once Plato’s ethical sacred geometrical mathematics was shown to belong to biological science then quantum mechanical mathematical logic begins to fall apart.

Plato held that both ethical and unethical artistic thought-forms existed. These were created by the functioning of the magnetic properties of lodestone, which he associated with the workings of a universal life force. He related electromagnetic geometrical properties of lightning to be interacting with the evolution of consciousness. This process can be associated with the formation of other geometrical patterns in nature, such as when sunlight causing evaporation of wet mud results in the formation of geometrical patterns. Einstein’s mathematics on the other hand, can be considered illusionary, being based upon a geometrical point having no width, breadth or depth. Plato referred to such mathematicians as prisoners forced to obey the shadowy illusions of reality described in his Parable of the Cave.

Norbert Wiener, the father of modern cybernetics, invented it as a weapon of destruction. He later realized it was far more dangerous than all out atomic warfare. Wiener then realized that his evolutionary Progress in Physics belonged to Plato’s ethical cybernetics mathematics. Cybernetic geometry is about emotional consciousness existing in two forms, one biologically creative and the other biologically destructive. The creative cybernetics is programmed to utilize aspects from a multidimensional universe beyond the comprehension of primitive tribal science. The extreme aggressiveness of the thought-form functioning belonging to the mathematicians held captive within Plato’s cave of illusory reality was simply a normal state of evolving tribal consciousness.

Einstein’s obligation to aggressive tribal science is made clear within a Chinese text of the oldest military treatise in the world. “The art of war is of vital importance to the State. It is a matter of life and death, a road either to safety or to ruin. Hence it is a subject of inquiry which can on no account be neglected”. Plato’s saviours in his futuristic The Republic can be considered to be his “Guardians” of a new artistic creative biological science developing the forces equal and opposite to the primitive forces of chaotic destruction. Plato’s ethical mathematics appears to be about how civilization can become part of the health of the universe in order to avoid the extinction that happened to the seemingly warlike armour-plated dinosaur fossils unearthed by ancient Greek explorers.

DNA now indisputably demonstrates that this aggressive compulsive action for a species to harm itself is now undergoing a human survival thought-form transition. Tribal science’s destructive cybernetic thought-form actions can be replaced by its creative cybernetic reactionary counterpart. Plato’s Academy as a medical institute, in the light of recent Science-Art neurological discoveries, is clearly entering into a creative era, replacing the destructive cybernetic mathematical Art of War with Plato’s ethical sacred geometrical cybernetics. After some 2400 years the nature of Plato’s antidote to this scientific dilemma has become evident, as is explained in this article.

Plato’s Academy was established 45 years after the Golden Age of Greek ‘tribal’ Democracy collapsed when its leader, Pericles, died of the great plague that decimated the Athenian population during its war with the Spartans. It became accepted knowledge among educated Greeks that “tribal democracy carried some sort of emotional thought-form disease.” As Dr Warren Lidz at Bentley College’s Department of Philosophy has pointed out, “Greek philosophy can be adequately understood only if one recognizes that it arose in conjunction with ancient medical theory”.

During the Golden age of Islamic Science the Arab mathematician and physicist, Ibn al-Haytham, commonly referred to as the Father of modern optics, proclaimed that Plato’s optical mathematical science embraced an ethical component. His research introduced ethical sacred geometrical theories to Western tribal science. However, he remained confused about associating ethical mathematics with Plato’s optical concept of infinity. My Research Centre in Australia decided to resolve this centuries old mathematical dilemma, once and for all, in order to understand how tribal science can make the transition to its human survival creative mathematical counterpart.

My attendance at the 1979 Marcel Grossman Meeting on General Relativity at the International Centre for Theoretical Physics, Trieste, provided me with the opportunity to converse with Neils Bohr’s colleague, Kun Huang, leading the Chinese Physics Delegation at the World Summit Meeting of Science. We resolved how the Centre in Australia could become the first research institute in the world to demonstrate how the life-force mathematically directs the evolution of life-forms. Plato’s ethical sacred Science-Art geometry was inscribed into the World’s seashell fossil record and therefore computer programs could determine if Plato’s ethical optical life-force mathematics did or did not evolve to infinity. If they did then Einstein’s mathematics would clearly be illusory as Plato predicted.

During the 1980s the Centre designed computer programs using Plato’s infinite mathematics to measure the direction that the life-force was taking evolution in. Einstein had no idea that Plato’s infinite mathematical system was based upon fractal geometrical logic. It was noted by the Smithonian/NASA Astrophysics Data System, The Concept of Fractal Cosmos: 1. Anaxagoras’ Cosmology in 2001, that Anaxagoras had developed infinite fractal mathematics to explain the existence of the life-force. Einstein did not realize that Anaxagoras’ electromagnetic geometrical logic was based upon a biological aspect of infinite fractal geometrical logic. To Einstein that was an impossibility as his quantum mathematical worldview demanded the extinction of all life in the universe, so it could not be evolving toward infinity.

Also during the 1980s, the Centre programmed Plato’s ethical infinite fractal Science-Art logic within computer programs to generate the evolving future seashell geometrical forms from their earlier ancestral fossilized forms. The seashell simulations generated, matched perfectly with present day seashells. This demonstrated the presence of a life-force guiding an evolutionary development of species that would, according to the mathematics, continue infinitely. To the Centre this demonstrated that there was a need for a new understanding regarding Einstein’s mathematical worldview. Clearly it is now necessary for his worldview to be balanced with a Newtonian equal and opposite force, a life-force, that in biological systems enables the evolution of life-forms to continue infinitely. Whilst prevailing tribal science acclaimed certain optical aspects of the seashell experiment it had no interest whatsoever in any criticism of Einstein’s worldview.

The world’s largest technological research institute, IEEE in Washington, acclaimed the seashell findings as an important optical mathematic discovery from 20th Century scientific literature. It was placed alongside such names as Louis Pasteur and Francis Crick. The Institute for Basic Research in the USA and the Centre’s mathematician later transposed the optical mathematical discovery into a physics format. As a result of this and further investigation it was noted that when Einstein’s quantum mechanical mathematics was used to generate the seashell simulations, only deformed carcinogenic images were obtainable. Therefore, Einstein’s quantum mechanical symmetrical mathematics was seen by the Centre as carcinogenic, which is consistent with what would be expected given his mechanistic science being governed by the law of chaos.

From this it now appears evident that the processes of life enjoy the advantage of a force that is able to bring order into what would otherwise degrade into chaos. Most importantly, this indicates that this new understanding of physics is set to bring about a revolution in the treatment of cancer.

This paper is being written to explain that Plato’s human survival cybernetic mathematics is directly associated with the ability to resolve many inconsistencies between our success in developing technologies that serve humanity and the increasing negative impacts of technologies on living systems. It now appears evident that tribal science has a fundamental inability to comprehend any concept involving an ethical understanding of the laws of cybernetic physics.

It is not true that Thales of Miletus during the pre-Socratic era of ancient Greece was the Father of modern Western science. His geometrical foundations upholding biological science are the very opposite to Einstein’s primitive tribal science that is very successful when dedicated to quantum mechanical atomic warfare. While Einstein’s mathematical structure was based upon the fantasy of an imaginary geometrical point, Thales’ structure was based upon an electromagnetic geometrical point interacting mathematically with the electromagnetic biosphere.

Thales experimented with the magnetic properties of lodestone to conclude that the life-force was electromagnetic. Many scientists agree that magnetic lodestone was created by lightning strikes on the mineral magnetite. Thales crushed lodestone into tiny particles revealing two different artistic geometrical patterns associated with the act of creation when electromagnetic light emerged from the dark abyss of chaos. One artistic magnetic geometrical pattern was about the forces of attraction and the other was about the forces of repulsion. Thales’ life-force consciousness had the ability to create universal purpose but only in association with its memory of chaotic reality. Both of the intelligent aspects of magnetic attraction and repulsion however, belong to the infinite purpose of creation. Thales’ life-force’s dominant creative purpose therefore, was to evolve away from unethical destructive chaos toward an ethical holographic consciousness. Einstein’s illusory geometrical worldview demanded that the life-force must return back into the chaos of the dark abyss that existed before the creation of electromagnetic light.

Isaac Newton, within his controversial published 28th Query Discussions, wrote that ancient Platonic Greek science had rejected the concept that gravity was first-caused by the mass of objects in space but was caused instead by something else, “which is certainly not mechanical”. By carefully researching ancient Greek science it becomes obvious that gravitational forces are associated with electromagnetic forces, a concept beyond the ability of tribal mathematical science to reason about.

Einstein developed his mathematical worldview from ancient Sumerian and Babylonian calendar mathematics, still in use today. During the 1970s my Science-Art research into the workings of a holographic universe established a special school for Indigenous Australians. As their tribal culture is the oldest one on earth I wanted to compare it with the later Mesopotamian mathematics.

Throughout Australia the Indigenous Dreamtime Ceremonies recall the existence of the last Ice Age as causing the Great Flood. The written linguistic art-forms originating from Mesopotamia had the gods of creation bringing about the Great Flood by using water from beneath the surface of the Earth. A life-force evolving consciousness can be assumed to have a memory of its past existence. Therefore some physics law should exist to explain why the Dreamtime thought-form memory was correct while Einstein’s development of Mesopotamian mathematical memory was not.

During the 19th Century the Danish scientist, Soren Kierkegaard, arguing from the Science-Art philosophies of Plato and Kant, proposed locating a law from the workings of the electromagnetic light of creation, which alluded to a more ennobling ethical future for humanity. He postulated that such a law could belong to the action of electromagnetic memory of an ancient past being recorded in living tribal memory.

It is obvious that such a biological law cannot be derived from Einstein’s quantum mechanical worldview derived from Mesopotamian calendar mathematics. However, neurologists are now considering that within a human survival computer program, governed by the biological first-cause principles of creative electromagnetic light, Kierkegaard’s proposed memory law should present itself. Neurologists consider it to be likely that the Australian Dreamtime ceremonies will provide reliable information supporting the evolutionary progress of a human survival physics belonging to the workings of a holographic universe.

Although an astute awareness of the new human survival science and technology can be visualized, the catalyst, the author of this article, remains in awe of those, who upon breaking free from prevailing illusory mathematical imprisonment, are capable of bringing it to fruition. Under prevailing tribal science law, mathematicians are unable to explore aspects of mathematical reality existing beyond Einstein’s worldview governed by the laws of chaos. However, millions of lively energetic people who avoid prevailing mathematics, as does the catalyst, might be pleased to learn how well balanced they are regarding Plato’s ethical cybernetic mathematical intelligence.

Plato’s ethical sacred geometric mathematics was about the electromagnetic zest of life learning how to balance the forces of nature in order to evolve toward infinity. His ethical biological cybernetic thought-form mathematics is the very opposite of the prevailing aggressive pandemic of cybernetic dysfunctional information. For example, crawling baby toddlers enjoy learning how to keep their balance when learning to walk under the surveillance of proud protective parents. This later becomes the spit-second cybernetic thought-form mathematical skills experienced by expert surfers as they emotionally interact with the array of forces generated by giant ocean waves breaking as they approach the shoreline.

This therefore can be seen as a natural human ability to cope with complex situations and is about future human survival and thrival, potentially to the satisfaction of scientists enjoying the balancing of forces such as those associated with global climate change.

DNA evidence proves that Einstein’s quantum mechanical atomic reality thought-form actions now transforming themselves into an equal and opposite reaction law functioning throughout universal reality. The time has arrived for tribal science’s mathematical structure to evolve from only the limited entropic form to incorporating its opposite creative form. Thales of Miletus is indeed the Father of this now emerging human survival science. His Science-Art theories are directly associated with the evolution of a living infinite electromagnetic holographic universe.

Anaxagoras was the first person to explain that the purpose of the nous-mind was to organize the conscious structure of the cosmos by creating two oppositely rotating electromagnetic motions having an exceptionally strong influence over living things. Both Aristotle and Plato commended Anaxagoras’ living nous-mind but insisted that its eventual purpose was to use the living rotating electromagnetic forms to generate ethical mathematics thought-form reality in the “best interests” of the infinite living universe. Evolutionary actions associated with the ethical “best interests” cybernetic thought-form reality are the opposite reactions to the thought-form cybernetics upholding The Art of War.

The historian Herodotus recorded that Thales was the first to be able to predict the year when a total solar eclipse would occur. The NASA archives have calculated that this occurred in 585 B.C. It is now a matter of life or death importance that the general public knows that NASA knew about Thales’ discovery but stated that nobody knows how he was able to geometrically predict it. Evidence exists showing that NASA’s archive statement is not correct.

The electromagnetic Golden Age of Danish Science was constructed upon Thales’ electromagnetic mathematical theories. James Maxwell formulated Anaxagoras’ infinite universal nous-mind into two revolving electromagnetic states of existence.

Maxwell’s electromagnetic radiation discovery linked light, electricity and magnetism into one state of reality embracing two mathematical components rotating in opposite directions in order to evolve universal consciousness. Living asymmetrical fields rotated anticlockwise and symmetrical mechanistic fields rotated clockwise. His scientific contemporaries, Immanuel Kant and Emmanuel Levinas, realized that the anticlockwise field was evolving Plato’s ethical thought-form consciousness within the creative artistic mind.

Levinas made the most important spiritual observation in the history of science. According to Levinas, an asymmetrical field rotating anticlockwise was the crucial first-cause principle governing the dynamics of all universal reality. Einstein’s later conviction that the symmetric fields that rotated clockwise belonged to the first-cause principle governing universal dynamics has now been shown to be incorrect. He did not know that the entropic workings of The Second Law of Thermodynamics, which he considered to be the supreme law of the universe, could be reversed by virtue of the law of equal and opposite reaction. An asymmetric field taking precedence as the first-cause principal ensures that the life process would not end in a return to the dark abyss but would be infinitely maintained.

Maxwell had researched very early Christian philosophy associated with Plato’s infinite ethical thought-form theories, as referred to within ancient Hebraic writings, which were later acclaimed during the Golden Age of Islamic Science. He warned that if Plato’s ethical electromagnetic Godlike geometric information was lost and “unrestrained materialism took root: it would sweep away the humanities, and reduce all that is good and noble, including the human mind, to “meaningless clashes of atoms”. Maxwell had correctly predicted that the mathematics belonging to Einstein’s unethical symmetrical aesthetic emotions would lead to atomic warfare. Norbert Wiener wrote about this but considered that the use of aggressive cybernetic mind control was far more dangerous than atomic warfare.

In 1857 Louis Pasteur published that the infinite dynamics of the universe were controlled by living first-cause asymmetrical electromagnetic mathematical principles rotating anticlockwise. Pasteur knew about Maxwell’s difference between living electromagnetic mathematics and mechanistic electromagnetic mathematics. He observed that a living electromagnetic dot under his microscope was being instructed by the electromagnetic biosphere to artistically draw a living bacterium. The drawings of the mathematical structure of the bacterium were being made by Thales’, Anaxagoras’ and Plato’s asymmetrical geometric artistic electromagnetic intelligence. On the other-hand Einstein’s sterile symmetrical atomic mathematics, while able to provide information needed to build destructive atomic bombs, was unable to interact with electromagnetic biosphere reality.

In 1905 Einstein published that the first principle universal field of creation rotated clockwise and that all life in the universe was sentenced to extinction due to the supremacy of his understanding of The Second Law of Thermodynamics. On the 21st of March, 2013, the European Planck Space Observatory recorded in detail that the ‘First Light’ created in the universe was asymmetrical, rotating anticlockwise. The Planck Observatory’s findings suggested that “A perplexing asymmetry in relic radiation may point to new physics”. However, tribal science’s aggressive global cybernetic momentary system banished the electromagnetic ethical mathematics upholding the Golden Age of Danish Science.

The financial empires associated with the electrification of North America used symmetrical mathematics to acquire vast wealth because they found that symmetrical mathematics generated 25% more profit than asymmetrical mathematics. To this day, the global economic system classifies asymmetrical or living electromagnetic mathematics as a plague. Tribal economic science must, at all times, reduce asymmetrical mathematical equations to meaninglessness, thereby negating the uniqueness of biological systems and ensuring that the mathematical basis of The Art of War reigns supreme.

The absolute seriousness of this artistic mathematical disease was recently outlined by the physicist Sabine Hossenfelder, a researcher into quantum gravity and modifications to the general theory of relativity at the Frankfurt Institute of Advanced Studies. Her June 2018 article entitled Lost in Math: How Beauty Leads Physics Astray, published in the international journal of science, Nature, describes the ugliness of physics as being further contaminated with “an unnatural compulsion to develop supersymmetry to keep Einstein’s illusion alive”. She asserted that in modern science “we are losing our way in a mathematical jungle, however beautiful”.

The above mentioned seashell experiment demonstrated that Professor Hossenfelder’s “an unnatural compulsion to develop supersymmetry to keep Einstein’s illusion alive” has been found to be a cybernetic mathematical form of cancer emanating from tribal science’s economic system. Neurologists are now associating that discovery, in order to further develop Plato’s ethical cybernetic geometrical antidote, with the diseased cybernetic mathematical pandemic, now preparing for the human species to participate in a global catastrophic reign of destruction.

The diseased aggressive emotions generated by Einstein’s symmetric mathematical worldview were aptly summarized by a professor familiar with Plato’s electromagnetic thought-form reality. Dr Timothy Morton of Rice University in Texas, in his book, Art in the Age of Asymmetry, points out that Plato “imagines artistic inspiration as an electromagnetic field” in which unethical symmetrical mathematical information, capable of inducing disease, functions as a “demonizing of art”. That corresponds to Hossenfelder’s assessment that it is unnatural to keep Einstein’s symmetric artistic mathematical illusions alive and reinforces Morton’s concern that humanity needs to understand that it can benefit by reappraising some of its core emotional artistic beliefs.

Now that the dual nature of the creation physics law performing its natural function is understood, the Platonic seashell geometrical discovery can be upgraded to generate sustainable human survival blueprint simulations. New aspects of neurological science information can be programmed into a relevant computer research program, governed by nous-mind infinite fractal logic. As both destructive tribal science and human survival science are integral aspects of human evolution, they can be entangled within a computer program in order to generate sustainable human survival blueprints. If the program is governed by Thales’ first-cause principle of creation logic, then sustainable human survival information will be generated rather than Einstein’s blueprints for atomic destruction as governed by the law of entropic chaos. At present the disintegrating remains of Einstein’s mistakenly presumed first-cause principle still presides over a global science thereby shackled to a law of chaos.

Carme Ruiz González, Senior Curator, Fundació Gala-Salvador Dalí in her paper, Salvador Dali and Science – Beyond a mere curiosity, refers to Dali’s academic interests that “lay in the world of [Plato’s] mathematics and optics”. Dali became convinced that Plato’s human survival information within plane geometry was about holographic images hidden within the flat plane surface of a painting. Dali’s Stereoscopic Museums around the world need two paintings side by side with the help of some high-tech equipment to reveal somewhat vague holographic images. However, Dali became the first Science-Artist in the World to discover that Plato’s human survival antidote message, hidden for some 2400 years is seen as holographic images within the geometrical flat plane surface of a painting.

Kant and Levinas’ conviction that the asymmetrical electromagnetic field within the creative artistic mind is now evolving exponentially, is now evident. Recently single paintings have been created by artists, which when viewed through asymmetric electromagnetic glasses, instantly reveal holographic multidimensional planes being traversed by curved forms.

During the 19th Century Charles Wheatstone invented the stereoscope. In his obituary published by the journal, Nature, October 1875, it was noted that “Leonardo da Vinci’s conviction that the flat plane of a painting could not contain a true 3D image, was incorrect and that Wheatstone had philosophically solved the problem”. Wheatstone was familiar with curvature optics while Leonardo never referred to curvature optics, in his Book of Notes.

The era of Leonardo’s artistic tribal science mechanistic genius can now be seen to be being replaced by Plato’s asymmetrical electromagnetic human survival era, belonging to what Dr Timothy Morton refers to as “Art in the Age of Asymmetry“. The optical curvature electromagnetic mathematics belonged to artistic optical forces that Leonardo could not possibly comprehend. As the chief engineer of an army, the energy information that could, without any scientific explanation, suddenly have a small child skip and jump for joy about being alive, was well beyond his engineering responsibilities. His responsibility was to honour the Art of War.

Plato’s Academy was formed to include ancient spiritual biological research information. Later during the Golden Age of Islamic Science in the 12th and 13th Centuries Islamic, Hebraic and Christian scholars worked together at the Toledo Translator Schools to re-translate ancient biological spiritual sciences including early writings from India and China. That same spiritual goodwill is now needed to allow a computer program, governed by a Godlike first-cause principle of the electromagnetic light of creation, to generate a new science moving toward infinity rather than one moving back to the chaos of the dark abyss.

Einstein’s diseased mathematics was compatible with the philosophy of science belonging to the mathematician Rene Descartes, commonly referred to as the Father of modern philosophy. The goodwill ethos of the Toledo Translator School will be needed to further examine the observation by the Nobel Laureate in Medicine, David Hubel, that Descartes’ mathematics was seriously diseased. Hubel echoed the Plato-seashell geometrical experimental findings, which demonstrated that tribal science was diseased. He endorsed the findings of the neurologist, Antonio Damasio, who in his book Descartes’ Error, published in 1994 diagnosed the mathematician as having an unstable psychopathic mentality. During the 1989 Science-Art Project sponsored by the Hollywood Thalian Mental Health Oganization in Los Angeles, it had also been pointed out that Descartes’ Proclamation, I think therefore I am was psychologically unbalanced due to its omission of human feelings.

Georg Cantor, acclaimed to be one of the greatest mathematicians in history, was convinced that prevailing tribal science was infected by a mental disorder as, “a form of myopia that destroys the possibility of seeing the actual infinite”, which “occurs all around us and even inhabits our minds”. The Toledo Translator School’s emotional tolerance is required to consider and discuss that the form of myopia preventing the ability to see the actual infinite is a fear genetically instilled over the centuries by tribal religious persuasions needed to prepare tribes for inevitable mortal conflict. The new enemy that must be mastered requires a science for humanity to successfully respond to the forces of climate change.

It is unproductive to arrange forums to discuss such emotional issues with people when the diseased monetary system is bringing about merciless global cybernetic chaos. People all over the world are being terrorized by governments when they protest that they have no employment opportunities to obtain such things as food, water, housing, education and medical care. The oppressed voting people of the world are realizing that the traditional illusory words of tribal wisdom are meaningless. When they understand that the Art of tribal war is now obsolete then Humanity can begin to face up to its current challenges, particularly climate change. As Norbert Wiener, the inventor of the predominate cybernetic warfare has stated, Plato’s ethical cybernetic mathematics exists to develop technologies to master such forces of nature.

Evolving electromagnetic thought-form mathematics’ activity interacts with the evolving electromagnetic biosphere. Holographic consciousness matures in tandem with infinite creative purpose, as the Plato-seashell geometrical experiment revealed. Therefore, human survival science can be programmed within a computer to generate sustainable technology blueprint survival simulations. These blueprints will incorporate Plato’s life-force cybernetic creative mathematics and will provide living balancing mastery over the opposite forces that tend to degrade living systems, such as the forceful Arts of War-making.

It is emotionally difficult for people to understand that Kant and Levinas considered that aesthetically pleasing art was unethical whereas sacred electromagnetic art incorporating the wisdom arising from asymmetry, was thereby ethical and therefore more beautiful. A simple example is warranted. The mathematical programming of gambling machines uses electromagnetic artistic sound and colour vibrations that can induce heroin-like addictions that create moral and financial bankruptcies. Billions of dollars in Australian governmental revenue each year are generated by this corrupting mathematics, which also is associated with the mathematics upholding the diseased global monetary system.

AMCHAM, the American Chamber of Commerce, incorrectly states “In Plato’s Dialogues cybernetics is the proper governance of the provinces” and that “cybernetic” can be considered to mean “related to cyberspace”. Its tribal science definition of cyberspace states that it is “a consensual hallucination experienced daily by billions of legitimate operators, in every nation, by children being taught mathematical concepts… “. This is completely understandable under the tribal mathematical philosophy rules of economic survival administration, however indoctrinating children with the diseased ethos of the cybernetic Art of Warfare is no longer acceptable. As Plato predicted, they are being imprisoned into the cave of aggressive illusory mathematical reality to be groomed to be blindly dependent upon the ‘The Art of War’.

Norbert Wiener’s Progress in Physics is attributed to infinitesimally small amount of first-principle human survival holographic information leading to pragmatic development through the medium of scientific curiosity. Interwoven into the fabric of the Republic of the United States of America are small but very important amounts of Plato’s human survival intuitive compassionate cybernetic ethics concerning life, liberty and the pursuit of happiness. The American people have become victims of unethical and emotional cybernetic mathematical mind control warfare where aggressive ‘fake news’ belonging to the obsolete tribal lust for power is tearing to shreds its intuitive feelings of compassionate thinking.

In 1943 Salvador Dali exhibited a painting entitled Geopoliticus Child Watching the Birth of the New Man to tell the World that after World War II, Plato’s future ethical human holographic survival message would emerge as the birth of a new Republic within the United States of America. His eccentric flamboyant Science-Art philosophical reasoning was difficult to follow but its crucial implications for human survival have been scientifically summarized within this paper. His conviction that paintings could contain Plato’s human survival holographic images has evolved to where Wiener’s small amount of factual evidence to excite scientific curiosity is indisputably available for public viewing.

Existing tribal science economics will not fund the Science-Art venues needed for the American public to know that the human survival science has come into existence. Business people out there are attempting to rectify this situation. Eminent Science-Artists around the World have agreed to donate stereoscopic art collections to honour Dali’s birth of a new human survival Creative Physics Science-Art emerging from the United States of America.

This article has been edited by Dudley Leggett, Managing Director of Australia’s Sustainability Research Institute.



Source by Robert Pope

03 Jul

Hotel Management As a Career in India

Hotel Management has been rated as one of the most popular choice of students after 10+2 studies.

Introduction
In the present era, tourism in India has evolved from a simple leisure activity to a much more advanced – diversified activity having a direct bearing on the socio-economic progress and the effect on per capita income in India. The business volume of tourism in India is on a par with that of revenues earned from oil exports + automobiles, etc. India has earned the reputation of an incredible tourist destination with the diversity of experiences.

Visitors coming to India are influenced by the richness of Indian culture, touched by the warmth of Indians, amazed by the grandeur of Indian monuments and delighted with the excellent standards of Indian hotels.

To be able to cater to the increasing inflow of tourists in India, there are numerous international hotel chains across the country. Regardless of where you go & what your pocket allows spending for the purpose of boarding and lodging, India has all types of hotels ranging from budget hotels to 5 Star Deluxe Hotels in the country to cater to the varying tastes of all types of guests. So a degree in hotel management in India will open the door to a world of exciting career opportunities. Apart from this, hotel management students in India might also get the chance to go to exciting places abroad. The students can opt to work with hotels, resorts, cruise ships or other organisations affiliated to the Indian or International tourism industry.

The Indian Tourism sector has shown a remarkable capacity to adjust itself to the changing market conditions, fuelling growth & job creation around the world, despite the lingering economic & geopolitical challenges present in the world.

Demand in India for international tourism was strongest for destinations in Asia and the Pacific with a projected growth of 5%- 6% in the year 2015.

Career after doing Hotel Management Degree:
In the last 10 years, Indian tourism industry has witnessed an increase in foreign tourist arrivals plus spurt in domestic tourism with around 30 million Indians who travel within the country every year. The rising demand has given a boost to the employment opportunity in the Indian tourism sector. While most graduates usually seek work in 5 Star hotels or other private hotel chains, some find themselves seeking alternative employment, career avenues in restaurant management, cruise ship, hotel management, institutional & industrial catering, club or bar management, airline catering and cabin services or management of catering departments in Indian banks & insurance houses.

At middle management and supervisory levels in the Hotel Industry, students are absorbed in the multifarious areas of hotel operations including Front Office/ Food & Beverage Services/ Food Production or Kitchens/ Housekeeping and Marketing & Sales. All of these are specialized areas of operation and require a great deal of study and practical application in India. Coupled with this is the requirement for trained manpower in India in special areas such as airline and railway catering- industrial catering- institutional catering- etc. and that has warranted further augmentation of training capability and modernisation of existing facilities in India. The Indian hospitality industry has grown by leaps and bounds in the past 2 decades and the demand for trained manpower in this industry is immense.

Courses:
There are various short term and long term courses available in the Hospitality Management studies. Students can pursue Certificate (6 months- 1 Year), Diploma (1 Year) or Degree (3 Years). There are tremendous Hotel Management colleges in India to gain this professional education.



Source by Rohit Jain