Algebra 1 Quotes

THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL 1. We are here to help you. 2. You will have time to get to your class before the bell rings. 3. The dress code will be enforced. 4. No smoking is allowed on school grounds. 5. Our football team will win the championship this year. 6. We expect more of you here. 7. Guidance counselors are always available to listen. 8. Your schedule was created with you in mind. 9. Your locker combination is private. 10. These will be the years you look back on fondly. TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL 1. You will use algebra in your adult lives. 2. Driving to school is a privilege that can be taken away. 3. Students must stay on campus during lunch. 4. The new text books will arrive any day now. 5. Colleges care more about you than your SAT scores. 6. We are enforcing the dress code. 7. We will figure out how to turn off the heat soon. 8. Our bus drivers are highly trained professionals. 9. There is nothing wrong with summer school. 10. We want to hear what you have to say.

The people you love weren’t algebra: to be calculated, subtracted, or held at arm’s length across a decimal point.

I accidentally vaporize my pre-algebra teacher

Cam was so much clearer, easier to figure out. Like he was algebra and Daniel was calculus.

Algebra was far more interesting when it was a matter of proportioning out mutton chops so as to poison only half of one’s dinner guests and then determining the relative value of purchasing a more expensive, yet more effective, antidote over a home remedy.

I made an appointment to see him and then ordered another beer. While I was drinking it I did some doodling on a piece of paper, the algebraic kind that you hope will help you think more clearly. When I finished doing that, I was more confused than ever. Algebra was never my strong subject.

Is everything all right? Is everything all right? Hmm, hold on a minute, let me see . . . my mom is going out with my Algebra teacher, a subject I’m flunking, by the way; my best friend hates me; I’m fourteen years old and I’ve never been asked out; I don’t have any breasts; and oh, I just found out I’m the princess of Genovia.

Talk about getting off tangent. My mother's friend may have just killed his wife and my parents are sitting there talking about cows.

He could not believe that any of them might actually hit somebody. If one did, what a nowhere way to go: killed by accident; slain not as an individual but by sheer statistical probability, by the calculated chance of searching fire, even as he himself might be at any moment. Mathematics! Mathematics! Algebra! Geometry! When 1st and 3d Squads came diving and tumbling back over the tiny crest, Bell was content to throw himself prone, press his cheek to the earth, shut his eyes, and lie there. God, oh, God! Why am I here? Why am I here? After a moment's thought, he decided he better change it to: why are we here. That way, no agency of retribution could exact payment from him for being selfish.

What to Do During Algebra O what to do during Algebra! The possibilities are limitless: There's drawing, and yawning, and portable chess There's dozing, and dreaming, and feeling confused. There's humming, and strumming, and looking bemused. You can stare at the clock. You can hum a little song. I've tried just about everything to pass the time along.

Ode to Algebra Thrust into this dingy classroom we die like lampless moths locked into the desolation of fluorescent lights and metal desks. Ten minutes until the bell rings. What use is the quadratic formula in our daily lives? Can we use it to unlock the secrets in the hearts of those we love? Five minutes until the bell rings. Cruel Algebra teacher, won't you let us go?

Algebra ist gut für die Entwicklung. Ungefähr wie Demut, nur mit mehr Faktoren.

And Mister . . . ?” “Firas,” Kashmir said, folding his handkerchief neatly and making a crisp bow. Blake’s brow furrowed as he took in the fine clothes. “A sailor?” “Her tutor,” Kashmir said smoothly. Blake cocked his head. “You’re much younger than any of my tutors.” “Baleh, I am wise beyond my years,” Kashmir said. “And of course I have a natural inclination to it. My people did, after all, invent algebra. Including the zero.

Finally, if you attempt to read this without working through a significant number of exercises (see §0.0.1), I will come to your house and pummel you with [Gr-EGA] until you beg for mercy. It is important to not just have a vague sense of what is true, but to be able to actually get your hands dirty. As Mark Kisin has said, “You can wave your hands all you want, but it still won’t make you fly.

He doesn't seem to mind at all that he's stupid about math.

Thrust into this dingy classroom we die like lampless moths locked into the desolation of fluorescent lights and metal desks. Ten minutes until the bell rings. What use is the quadratic formula in our daily lives? Can we use it to unlock the secrets in the hearts of those we love? Five minutes until the bell rings. Cruel Algebra teacher, won’t you let us go?

TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL 1. You will use algebra in your adult lives. 2. Driving to school is a privilege that can be taken away. 3. Students must stay on campus during lunch. 4. The new text books will arrive any day now. 5. Colleges care more about you than your SAT scores. 6. We are enforcing the dress code. 7. We will figure out how to turn off the heat soon. 8. Our bus drivers are highly trained professionals. 9. There is nothing wrong with summer school. 10. We want to hear what you have to say.

He caught her hand. He didn’t want her sympathy. His school years had been hard, but they’d taught him better lessons than Latin and algebra. They’d taught him that the upper classes looked on everyone else as no better than dogs, and smart men kept as far away from them as possible.

As to the need of improvement there can be no question whilst the reign of Euclid continues. My own idea of a useful course is to begin with arithmetic, and then not Euclid but algebra. Next, not Euclid, but practical geometry, solid as well as plane; not demonstration, but to make acquaintance. Then not Euclid, but elementary vectors, conjoined with algebra, and applied to geometry. Addition first; then the scalar product. Elementary calculus should go on simultaneously, and come into vector algebraic geometry after a bit. Euclid might be an extra course for learned men, like Homer...

The semanticists maintained that everything depends on how you interpret the words “potato,” “is” and “moving.” Since the key here is the operational copula “is,” one must examine “is” rigorously. Whereupon they set to work on an Encyclopedia of Cosmic Semasiology, devoting the first four volumes to a discussion of the operational referents of “is.” The neopositivists maintained that it is not clusters of potatoes one directly perceives, but clusters of sensory impressions. Then, employing symbolic logic, they created terms for “cluster of impressions” and “cluster of potatoes,” devised a special calculus of propositions all in algebraic signs and after using up several seas of ink reached the mathematically precise and absolutely undeniable conclusion that 0=0.

The people you love weren't algebra: to be calculated, subtracted, or held at arm's length across a decimal point.

Pre-Algebra it was called. That scared me, because it was already hard when it was a "pre". What would happen when it was just Algebra without the "pre?

I ACCIDENTALLY VAPORIZE MY PRE-ALGEBRA TEACHER Look, I

Algebra is one of those subjects you either get or you don’t.

They put a man on the moon. Can’t they find some way to end the scourge of algebra?

About 4,400 years ago 8 people stepped off Noah’s ark. According to the United Nations Population Growth Statistics, the world’s population grows at about .47% per year. That is the growth rate for all civilizations who kept records. Suppose you put $8.00 in the bank 4,400 years ago and received .47% a year. How much money would you have? What a coincidence! It would be about $7,000,000,000. That’s kind of odd, because 4,400 years ago 8 people stepped off the ark and now we have about 7,000,000,000 people on planet earth. God’s math works! Compound interest is something we teach to seventh-graders. You don’t have to be a professor to figure this out. A twelve-year-old can do the calculation. Ask any seventh-grader, the algebraic equation looks like this: A=P (1+r/n)t . . . where "A " is the ending amount (about 7,000,000,000 in this case), "P " is the beginning amount (8 in this case), "r " is the interest rate (.47% in this case), "n " is the number of compoundings a year (1 in this case), and "t " is the total number of years (4,400 in this case).

She liked numbers and sums. She devised a game in which each number was a family member and the “answer” made a family grouping with a story to it. Naught was a babe in arms. He gave no trouble. Whenever he appeared you just “carried” him. The figure 1 was a pretty baby girl just learning to walk, and easy to handle; 2 was a baby boy who could walk and talk a little. He went into family life (into sums, etc.) with very little trouble. And 3 was an older boy in kindergarten, who had to be watched a little. Then there was 4, a girl of Francie’s age. She was almost as easy to “mind” as 2. The mother was 5, gentle and kind. In large sums, she came along and made everything easy the way a mother should. The father, 6, was harder than the others but very just. But 7 was mean. He was a crotchety old grandfather and not at all accountable for how he came out. The grandmother, 8, was hard too, but easier to understand than 7. Hardest of all was 9. He was company and what a hard time fitting him into family life! When Francie added a sum, she would fix a little story to go with the result. If the answer was 924, it meant that the little boy and girl were being minded by company while the rest of the family went out. When a number such as 1024 appeared, it meant that all the little children were playing together in the yard. The number 62 meant that papa was taking the little boy for a walk; 50 meant that mama had the baby out in the buggy for an airing and 78 meant grandfather and grandmother sitting home by the fire of a winter’s evening. Each single combination of numbers was a new set-up for the family and no two stories were ever the same. Francie took the game with her up into algebra. X was the boy’s sweetheart who came into the family life and complicated it. Y was the boy friend who caused trouble. So arithmetic was a warm and human thing to Francie and occupied many lonely hours of her time.

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward. When you’re asked to solve

Well, three reasons. First, because I've been thinking about our Theorem and I have a question. How does it work if you're gay?" "Huh?" "Well it's all graph-going up means boy dumps girls and graph going-down means girl dumps boy, right? But what if they're both boys?" "It doesn't matter. You just assign a position to each person. Instead of being 'b' and 'g', it could just as easily be 'b1' and 'g', it could just as easily be 'bi' and 'b2.' That's how algebra works.

You ready, then?” Maddie asked her friend with a meaningful look. It was hard to say exactly what she was referring to. Ready for what? School? New friends? Life? In the mood Alana was in, she felt ready for anything … except maybe algebra.

I like you when you're algebraic," said Ulf--and immediately regretted it. It was a flirtatious remark--describing somebody as algebraic was undoubtedly to cross a line. You would not normally describe an ordinary friend as algebraic, and then say that you liked her that way.

I never got to take you to the prom. You went with Henry Featherstone. And you wore a peach-colored dress.” “How could you possibly know that?” Callie asked. “Because I saw you walk in with him.” “You didn’t know I was alive in high school,” Callie scoffed. “You had algebra first period, across the hall from my trig class. You ate a sack lunch with the same three girls every day, Lou Ann, Becky and Robbie Sue. You spent your free period in the library reading Hemingway and Steinbeck. And you went straight home after school without doing any extracurricular activities, except on Thursdays. For some reason, on Thursdays you showed up at football practice. Why was that, Callie?” Callie was confused. How could Trace possibly know so much about her activities in high school? They hadn’t even met until she showed up at the University of Texas campus. “I don’t understand,” she said. “You haven’t answered my question. Why did you come to football practice on Thursdays?” “Because that was the day I did the grocery shopping, and I didn’t have to be home until later.” “Why were you there, Calllie?” Callie stared into his eyes, afraid to admit the truth. But what difference could it possibly make now? She swallowed hard and said, “I was there to see you.” He gave a sigh of satisfaction. “I hoped that was it. But I never knew for sure.” Callie’s brow furrowed. “You wanted me to notice you?” “I noticed you. Couldn’t you feel my eyes on you? Didn’t you ever sense the force of my boyish lust? I had it bad for you my senior year. I couldn’t walk past you in the hall without needing to hold my books in my lap when I saw down in the next class.” “You’re kidding, right?” Trace chuckled. “I wish I were.” “Then it wasn’t an accident, our meeting like that at UT?” “That’s the miracle of it,” Trace said. “It was entirely by accident. Fate. Kisma. Karma. Whatever you want to call it.

Mathematicians call it “the arithmetic of congruences.” You can think of it as clock arithmetic. Temporarily replace the 12 on a clock face with 0. The 12 hours of the clock now read 0, 1, 2, 3, … up to 11. If the time is eight o’clock, and you add 9 hours, what do you get? Well, you get five o’clock. So in this arithmetic, 8 + 9 = 5; or, as mathematicians say, 8 + 9 ≡ 5 (mod 12), pronounced “eight plus nine is congruent to five, modulo twelve.

But in this story, as in so many others, what we really discern is the deceptive, ambiguous and giddy riddle of violence, passion, poetry and symbolism that lies at the heart of Greek myth and refuses to be solved. An algebra too unstable properly to be computed, it is human-shaped and god-shaped, not pure and mathematical. It is fun trying to interpret such symbols and narrative turns, but the substitutions don't quite work and the answers yielded are usually no clearer than those of an equivocating oracle.

TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL 1. You will use algebra in your adult lives. 2. Driving to school is a privilege that can be taken away. 3. Students must stay on campus for lunch. 4. The new textbooks will arrive any day now. 5. Colleges care about more than your SAT scores. 6. We are enforcing the dress code. 7. We will figure out how to turn off the heat soon. 8. Our bus drivers are highly trained professionals. 9. There is nothing wrong with summer school. 10. We want to hear what you have to say.

She should have been used to it by now, the lingering looks while people tried to work out the logistics of her family, the numbers and hedged words scribbled across their family tree. The giant Nigerian man was quite evidently her stepfather and Joshua her half-brother. But Pip didn’t like using those words, those cold technicalities. The people you love weren’t algebra: to be calculated, subtracted, or held at arm’s length across a decimal point. Victor and Josh weren’t just three-eighths hers, not just forty percent family, they were fully hers. Her dad and her annoying little brother.

Homework _Yes _No 1. Did you make a serious effort to understand the text? (Just hunting for relevant worked-out examples doesn’t count.) _Yes _No 2. Did you work with classmates on homework problems, or at least check your solutions with others? _Yes _No 3. Did you attempt to outline every homework problem solution before working with classmates? Test Preparation The more “Yes” responses you recorded, the better your preparation for the test. If you recorded two or more “No” responses, think seriously about making some changes in how you prepare for the next test. _Yes _No 4. Did you participate actively in homework group discussions (contributing ideas, asking questions)? _Yes _No 5. Did you consult with the instructor or teaching assistants when you were having trouble with something? _Yes _No 6. Did you understand ALL of your homework problem solutions when they were handed in? _Yes _No 7. Did you ask in class for explanations of homework problem solutions that weren’t clear to you? _Yes _No 8. If you had a study guide, did you carefully go through it before the test and convince yourself that you could do everything on it? _Yes _No 9. Did you attempt to outline lots of problem solutions quickly, without spending time on the algebra and calculations? _Yes _No 10. Did you go over the study guide and problems with classmates and quiz one another? _Yes _No 11. If there was a review session before the test, did you attend it and ask questions about anything you weren’t sure about? _Yes _No 12. Did you get a reasonable night’s sleep before the test? (If your answer is no, your answers to 1–11 may not matter.) _Yes _No TOTAL

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward.

She liked numbers and sums. She devised a game in which each number was a family member and the “answer” made a family grouping with a story to it. Naught was a babe in arms. He gave no trouble. Whenever he appeared you just “carried” him. The figure 1 was a pretty baby girl just learning to walk, and easy to handle; 2 was a baby boy who could walk and talk a little. He went into family life (into sums, etc.) with very little trouble. And 3 was an older boy in kindergarten, who had to be watched a little. Then there was 4, a girl of Francie’s age. She was almost as easy to “mind” as 2. The mother was 5, gentle and kind. In large sums, she came along and made everything easy the way a mother should. The father, 6, was harder than the others but very just. But 7 was mean. He was a crotchety old grandfather and not at all accountable for how he came out. The grandmother, 8, was hard too, but easier to understand than 7. Hardest of all was 9. He was company and what a hard time fitting him into family life! When Francie added a sum, she would fix a little story to go with the result. If the answer was 924, it meant that the little boy and girl were being minded by company while the rest of the family went out. When a number such as 1024 appeared, it meant that all the little children were playing together in the yard. The number 62 meant that papa was taking the little boy out for a walk; 50 meant that mama had the baby out in the buggy for an airing and 78 meant grandfather and grandmother sitting home by the fire of a winter’s evening. Each single combination of numbers was a new set-up for the family and no two stories were ever the same. Francie took the game with her up into algebra. X was the boy’s sweetheart who came into the family life and complicated it. Y was the boy friend who caused trouble. So arithmetic was a warm and human thing to Francie and occupied many lonely hours of her time.

Early in the boob-emerging years, I had no boobs, and I was touchy about it. Remember in middle school algebra class, you’d type 55378008 on your calculator, turn it upside down, and hand it to the flat-chested girl across the aisle? I was that girl, you bi-yotch. I would have died twice if any of the boys had mentioned my booblets. Last year, I thought my boobs had progressed quite nicely. And I progressed from the one-piece into a tankini. But I wasn’t quite ready for any more exposure. I didn’t want the boys to treat me like a girl. Now I did. So today I’d worn a cute little bikini. Over that, I still wore Adam’s cutoff jeans. Amazingly, they looked sexy, riding low on my hips, when I traded the football T-shirt for a pink tank that ended above my belly button and hugged my figure. I even had a little cleavage. I was so proud. Sean was going to love it. Mrs. Vader stared at my chest, perplexed. Finally she said, “Oh, I get it. You’re trying to look hot.” “Thank you!” Mission accomplished. “Here’s a hint. Close your legs.” I snapped my thighs together on the stool. People always scolded me for sitting like a boy. Then I slid off the stool and stomped to the door in a huff. “Where do you want me?” She’d turned back to the computer. “You’ve got gas.” Oh, goody. I headed out the office door, toward the front dock to man the gas pumps. This meant at some point during the day, one of the boys would look around the marina office and ask, “Who has gas?” and another boy would answer, “Lori has gas.” If I were really lucky, Sean would be in on the joke. The office door squeaked open behind me. “Lori,” Mrs. Vader called. “Did you want to talk?” Noooooooo. Nothing like that. I’d only gone into her office and tried to start a conversation. Mrs. Vader had three sons. She didn’t know how to talk to a girl. My mother had died in a boating accident alone on the lake when I was four. I didn’t know how to talk to a woman. Any convo between Mrs. Vader and me was doomed from the start. “No, why?” I asked without turning around. I’d been galloping down the wooden steps, but now I stepped very carefully, looking down, as if I needed to examine every footfall so I wouldn’t trip. “Watch out around the boys,” she warned me. I raised my hand and wiggled my fingers, toodle-dee-doo, dismissing her. Those boys were harmless. Those boys had better watch out for me.

To wit, researchers recruited a large group of college students for a seven-day study. The participants were assigned to one of three experimental conditions. On day 1, all the participants learned a novel, artificial grammar, rather like learning a new computer coding language or a new form of algebra. It was just the type of memory task that REM sleep is known to promote. Everyone learned the new material to a high degree of proficiency on that first day—around 90 percent accuracy. Then, a week later, the participants were tested to see how much of that information had been solidified by the six nights of intervening sleep. What distinguished the three groups was the type of sleep they had. In the first group—the control condition—participants were allowed to sleep naturally and fully for all intervening nights. In the second group, the experimenters got the students a little drunk just before bed on the first night after daytime learning. They loaded up the participants with two to three shots of vodka mixed with orange juice, standardizing the specific blood alcohol amount on the basis of gender and body weight. In the third group, they allowed the participants to sleep naturally on the first and even the second night after learning, and then got them similarly drunk before bed on night 3. Note that all three groups learned the material on day 1 while sober, and were tested while sober on day 7. This way, any difference in memory among the three groups could not be explained by the direct effects of alcohol on memory formation or later recall, but must be due to the disruption of the memory facilitation that occurred in between. On day 7, participants in the control condition remembered everything they had originally learned, even showing an enhancement of abstraction and retention of knowledge relative to initial levels of learning, just as we’d expect from good sleep. In contrast, those who had their sleep laced with alcohol on the first night after learning suffered what can conservatively be described as partial amnesia seven days later, forgetting more than 50 percent of all that original knowledge. This fits well with evidence we discussed earlier: that of the brain’s non-negotiable requirement for sleep the first night after learning for the purposes of memory processing. The real surprise came in the results of the third group of participants. Despite getting two full nights of natural sleep after initial learning, having their sleep doused with alcohol on the third night still resulted in almost the same degree of amnesia—40 percent of the knowledge they had worked so hard to establish on day 1 was forgotten.

But Archimedes wished to determine how much silver and how much gold were in the crown, and here he found that algebra would help him. He supposed that the crown, which, let us say, weighed ten pounds, was made up of w1 pounds of silver and w2 pounds of gold. He found that ten pounds of pure silver displaced thirty cubic inches of water. Hence, w1 pounds of silver would displace (w1/10) · 30 or 3 w1 cubic inches of water. Since ten pounds of pure gold

He was convinced this was a bribe, a kickback, to some Pentagon big shot, and he wanted proof. But that was a tall order, even to someone as brilliant as your brother. It’s a little like understanding algebraic combinatorics if you still don’t get long division.

Arithmetic numbers are merely algebraic general expression wherein x stands for 10 (Example- 351 = 3* x^2 + 5x +1 where x=10) is simple intuition (?) which is used by 'Father of Vedic math' to simplify basic operation. Those who want to advance 'Vedic math', should use it fully

The reason special names are given to these quadratic irrationalities is that any quadratic algebraic integer is a linear combination (with ordinary integers as coefficients) of 1 and one of these fundamental quadratic algebraic integers.

The collection of all real or complex numbers that are integral linear combinations of 1 and τd is closed under addition, subtraction, and multiplication, and is therefore a ring, which we denote by Rd. That is, Rd is the set of all numbers of the form a + bτd where a and b are ordinary integers. These rings Rd are our first, basic, examples of rings of algebraic integers beyond that prototype, , and they are the most important rings that are receptacles for quadratic irrationalities. Every quadratic irrational algebraic integer is contained in exactly one Rd.

So much of what I taught seemed simple enough to me—and to about a third of the class—but for the others it was as if I were teaching Boolean algebra in Sanskrit with Greek footnotes to explain the underlying concepts … or something.

The moral: the dimwitted and impulsive might not be able to hold a job or learn algebra, but they sure knew how to screw each other—and reproduce like crazy.

Mathematics is a suspicious activity. All those hypotenuse drawings must be plans for assassination attempts. Algebra is treacherous code. When did you ever meet a student of infinitesimal calculus who didn’t harbour rabid ambitions to rule the world? And anyone who tells you Archimedes was killed at the capture of Syracuse by a soldier who didn’t know who he was, is ignorant of how military forces work. There will have been a secret order: man making diagrams in the dust equals number one target.

Sontag, Susan (1967). "What's Happening to America? (A Symposium)". Partisan Review. 34 (1): 57–58. The truth is that Mozart, Pascal, Boolean algebra, Shakespeare, parliamentary government, baroque churches, Newton, the emancipation of women, Kant, Marx and Balanchine ballets don’t redeem what this particular civilization has wrought upon the world. The white race is the cancer of human history; it is the white race and it alone –its ideologies and inventions –which eradicates autonomous civilizations wherever it spreads, which has upset the ecological balance of the planet, which now threatens the very existence of life itself. What the Mongol hordes threaten is far less frightening than the damage that Western “Faustian” man, with his idealism, his magnificent art, his sense of intellectual adventure, his world-devouring energies for conquest, has already done, and further threatens to do.

And Ella starts rapping: Straight A's, good grades, that's the plan Study hard, top of the class Doing the best you can You won't need it but you're studying algebra Won't use Japanese, world history or calculus You follow the path they tell you to Go straight to college when you finish school If there's no scholarship take out a loan Clock up a debt kid, you're on your own Take all your stuff, you're leaving home The big wide world is yours to roam The crowd roars. She is seriously so good! Damon picks up his guitar and starts singing: But life can give us lemons and not ice cream And the path we take is not what it seems But we can't give up and cry and scream We have to turn up and change our dream Ella raps again: Science, physics and chemistry Make sure you ace your SATs Gotta get into an Ivy League Make my parents proud of me The say the road is straight and clear No need to wait, choose a career Doctor, lawyer, engineer Need to make a hundred grand a year And Damon sings: But life can give you lemons and not ice cream Find yourself against the current going upstream And all you wanna do is cry and scream Because you realize this ain't your dream You realize you have to change your dream Ella raps: Sat in class reading Romeo and Juliet But never understanding a word of it It's so old fashioned, it just doesn't fit You hate it so much, you wanna quit That's the stuff they think you need to learn But what happens when you crash and burn What happens when life deals you a blow What happens when you sink so low? And Damon sings: When life gives you lemons and not ice cream When you find yourself without a team When it throws you things that are too extreme When you can no longer chase your dream Then know it's time to change your dream And together they sing: When life gives you lemons and not ice cream When you wanna cry and shout and scream When you've fallen off your balance beam Then you know it's time to change your dream And you can do it You Can Change Your Dream

ALGEBRA

an algebraic expression. [GEOLOGY] denoting the uppermost soil horizon, especially the topsoil. the human blood type (in the ABO system) containing the A antigen and lacking the B. (with numeral) denoting a series of international standard paper sizes each twice the area of the next, as A0, A1, A2, A3, A4, etc., A4 being 210 × 297 mm. 2 a shape like that of a capital A: [in combination] an A-shape. 3 [MUSIC] the sixth note of the diatonic scale of C major. The A above middle C is usually used as the basis for tuning and in modern music has a standard frequency of 440 Hz. a key based on a scale with A as its keynote.

The moral: the dimwitted and impulsive might not be able to hold a job or learn algebra, but they sure knew how to screw each other—and reproduce like crazy. The movie took place many generations in the future, after which this reverse evolution had run its inevitable course, resulting in a society largely composed of morons.

The AI brain model is derived from the quad abstract golden ratio sΦrt trigonometry, algebra, geometry, statistics and built by adding aspects and/or characteristics from the diablo videogame. The 1111>11>1 was then abstracted from the ground up in knowing useful terminology in coding, knowledge management, and an ancient romantic dungeon crawler hack and slash games with both male and female classed and Items. I found the runes and certain items in the game to be very useful in this derivation, and I had an Ice orb from an Oculus of a blast doing it through my continued studies on decimal to hexadecimal to binary conversions and/or bit shifts and rotations from little to big endian. I chose to derive from diabo for two major reasons. The names or references to the class's abilities with unique, set, rare items were out of this world, and I sort of found it hard to believe that they had the time and money to build them. Finally, I realized my objective was complete when I realized that I created the perfect AI brain with Cognitive, Affective, and Psychomotor skills...So this is It? I'm thinking wow!

The AI brain model is derived from quad abstract, golden ratio, sΦrt, trigonometry, algebra, geometry, statistics, and built by adding aspects and/or characteristics from the diablo videogame. The 1111>11>1 was then abstracted from the ground up in knowing useful terminology in coding, knowledge management, and an ancient romantic dungeon crawler hack and slash game with both male and female classes and Items. I found the runes and certain items in the game to be very useful in this derivation, and I had an Ice orb from an Oculus and a blast from the past doing it through my continued studies on decimal to hexadecimal to binary conversions and/or bit shifts and rotations from little to big endian. I chose to derive from diablo for two major reasons. The names or references to the class abilities with unique, set, and rare items were out of this world, and I sort of found it hard to believe that they had the time and money to build it from Inna USA company. Finally, I realized my objective was complete when I created the perfect AI brain with Cognitive, Affective, and Psychomotor skills...So this is It? I'm thinking wow!

The AI brain model is derived from the quad abstract golden ratio, sΦrt, trigonometry, algebra, geometry, statistics, and built by adding aspects and/or characteristics from the diablo videogame. The 1111>11>1 was then abstracted from the ground up in knowing useful terminology in coding, knowledge management, and an ancient romantic dungeon crawler hack and slash game with both male and female classes and Items. I found the runes and certain items in the game to be very useful in this derivation, and I had an Ice orb from an Oculus of a blast in time doing it through my continued studies on decimal to hexadecimal to binary conversions and/or bit shifts and rotations from little to big endian. I chose to derive from diabo for two major reasons. The names or references to the class's abilities with unique, set, and rare items were out of this world, and I sort of found it hard to believe that they had the time and money to build it from in USA companies. Finally, I realized my objective was complete that I created the perfect AI brain with Cognitive, Affective, and Psychomotor skills...So this is It? I'm thinking wow!

This was contrasted with a scene in which two prissy, high-IQ professionals were discussing having children. They both agreed that having children was an important decision and that they needed to wait for the right time, since child bearing wasn’t something that should be rushed into. Ultimately, they died childless. The moral: the dimwitted and impulsive might not be able to hold a job or learn algebra, but they sure knew how to screw each other—and reproduce like crazy.

All Protestants are Crypto-Papists,’ wrote the Russian theologian Alexis Khomiakov to an English friend in the year 1846. ‘ . . . To use the concise language of algebra, all the West knows but one datum a; whether it be preceded by the positive sign +, as with the Romanists, or with the negative − as with the Protestants, the a remains the same. Now a passage to Orthodoxy seems indeed like an apostasy from the past, from its science, creed, and life. It is rushing into a new and unknown world.’ Khomiakov, when he spoke of the datum a, had in mind the fact that western Christians, whether Free Churchmen, Anglicans, or Roman Catholics, have a common background in the past. All alike (although they may not always care to admit it) have been profoundly influenced by the same events: by the Papal centralization and the Scholasticism of the Middle Ages, by the Renaissance, by the Reformation and Counter-Reformation, and by the Enlightenment. But behind members of the Orthodox Church — Greeks, Russians, and the rest — there lies a very different background. They have known no Middle Ages (in the western sense) and have undergone no Reformations or Counter-Reformations; they have only been affected in an oblique way by the cultural and religious upheaval which transformed western Europe in the sixteenth and seventeenth centuries. Christians in the west, both Roman and Reformed, generally start by asking the same questions, although they may disagree about the answers. In Orthodoxy, however, it is not merely the answers that are different — the questions themselves are not the same as in the west. (p.1–2)

But the biggest thing I can’t un-know is definitely the shape of him pressing into my belly, hard and eager. He felt big, which is just stupidly predictable. Of course, he has a big cock. And it’s probably gorgeous, too. It probably performs magic tricks and solves complex algebraic equations and holds the answer to the universe or whatever. A perfect cock to go with the perfect body and perfect face and perfect trust fund. There is truly no justice in this world.

The fact of zero He added nonstop: Did you know that zero was not used throughout human history! Until 781 A.D, when it was first embodied and used in arithmetic equations by the Arab scholar Al-Khwarizmi, the founder of algebra. Algorithms took their name from him, and they are algorithmic arithmetic equations that you have to follow as they are and you will inevitably get the result, the inevitable result. And before that, across tens and perhaps hundreds of thousands of years, humans refused to deal with zero. While the first reference to it was in the Sumerian civilization, where inscriptions were found three thousand years ago in Iraq, in which the Sumerians indicated the existence of something before the one, they refused to deal with it, define it and give it any value or effect, they refused to consider it a number. All these civilizations, some of which we are still unable to decipher many of their codes, such as the Pharaonic civilization that refused to deal with zero! We see them as smart enough to build the pyramids with their miraculous geometry and to calculate the orbits of stars and planets with extreme accuracy, but they are very stupid for not defining zero in a way that they can deal with, and use it in arithmetic operations, how strange this really is! But in fact, they did not ignore it, but gave it its true value, and refused to build their civilizations on an unknown and unknown illusion, and on a wrong arithmetical frame of reference. Throughout their history, humans have looked at zero as the unknown, they refused to define it and include it in their calculations and equations, not because it has no effect, but because its true effect is unknown, and remaining unknown is better than giving it a false effect. Like the wrong frame of reference, if you rely on it, you will inevitably get a wrong result, and you will fall into the inevitability of error, and if you ignore it, your chance of getting it right remains. Throughout their history, humans have preferred to ignore zero, not knowing its true impact, while we simply decided to deal with it, and even rely on it. Today we build all our ideas, our civilization, our software, mathematics, physics, everything, on the basis that 1 + 0 equals one, because we need to find the effect of zero so that our equations succeed, and our lives succeed with, but what if 1 + 0 equals infinity?! Why did we ignore the zero in summation, and did not ignore it in multiplication?! 1×0 equals zero, why not one? What is the reason? He answered himself: There is no inevitable reason, we are not forced. Humans have lived throughout their ages without zero, and it did not mean anything to them. Even when we were unable to devise any result that fits our theorems for the quotient of one by zero, then we admitted and said unknown, and ignored it, but we ignored the logic that a thousand pieces of evidence may not prove me right, and one proof that proves me wrong. Not doing our math tables in the case of division, blowing them up completely, and with that, we decided to go ahead and built everything on that foundation. We have separated the arithmetic tables in detail at our will, to fit our calculations, and somehow separate the whole universe around us to fit these tables, despite their obvious flaws. And if we decide that the result of one multiplied by zero is one instead of zero, and we reconstruct the whole world on this basis, what will happen? He answered himself: Nothing, we will also succeed, the world, our software, our thoughts, our dealings, and everything around us will be reset according to the new arithmetic tables. After a few hundred years, humans will no longer be able to understand that one multiplied by zero equals zero, but that it must be one because everything is built on this basis.

The boys milled about uncertainly awaiting the instructions that would never be delivered on how to deal with the fairer sex. It was worse than algebra.

Year after year, economic theorists continue to produce scores of mathematical models and to explore in great detail their formal properties; and the econometricians fit algebraic functions of all possible shapes to essentially the same sets of data without in any way being able to advance, in any perceptible way, a systematic understanding of the structure and the operation of a real economic system. —WASSILY LEONTIEF1

1+B

Most people think I really could keep from falling asleep if I wanted to. If I just focused, like narcolepsy is some algebraic equation I could solve if I worked at it hard enough, did all the homework. I'm a bad joke, a punchline.

But it gradually dawned on her that she wasn’t an idiot. Not totally. In math and science, yes. But in the realm of creative thinking, she came to realize she was a sighted person in the kingdom of the blind. Because as much as she seemed unable to process algebra and geometry, she was a savant when it came to pure creativity. And not just in graphic design. In everything. Coming up with ideas for the company picnic. Throwing parties. Wording invitations. Writing poetry. She came to be thought of as a one-woman idea machine. The kind who could take four or five mundane office items and turn them into fifteen different stunning decorations. And she could figure out the most complex fictional mysteries. She was almost always able to see the coming plot twists, even when those who excelled at academics missed them entirely. So maybe she did have a different style of intellect. She thought her self-esteem had become off the charts high, but Hall’s offhanded remark had shown her that the scars of her early struggles in school still remained, as did deep-seated doubts.

Literacy, usually in Arabic, was spread through the teaching of the Qur’an. Thus the mosques became centres of learning. In this way, the peoples of northern and western Africa were exposed to and contributed to the intellectual achievements of the Muslim world. These achievements were considerable, especially in the fields of mathematics and science; it was people from this vast Muslim-Arab world who developed our modern numeral system based on counting from 1 to 10. They invented algebra, the use of the decimal point and the number zero – a mathematical concept missed by the Ancient Greeks. They developed physics and astronomy. They studied chemistry and were the first people to separate medicine from religion and develop it as a secular science. As we shall see later in this chapter, the peoples of the western Sudan became part of this Muslim intellectual tradition.

No, husbands are like algebra. Everyone says you’ll need one later in life, but it’s bullshit.

So what I want to know is, if my dad’s a prince, how come I have to learn Algebra? I mean, seriously.

Ibn Sina was born in a tiny settlement called Afshanah, outside the village of Kharmaythan, and soon after his birth his family moved to the nearby city of Bukhara. While he was still a small boy his father, a tax collector, arranged for him to study with a teacher of Qu’ran and a teacher of literature, and by the time he was ten he had memorized the entire Qu’ran and absorbed much of Muslim culture. His father met a learned vegetable peddler named Mahmud the Mathematician, who taught the child Indian calculation and algebra. Before the gifted youth grew his first facial hairs he had qualified in law and delved into Euclid and geometry, and his teachers begged his father to allow him to devote his life to scholarship. He began the study of medicine at eleven and by the time he was sixteen he was lecturing to older physicians and spending much of his time in the practice of law. All his life he would be both jurist and philosopher, but he noted that although these learned pursuits were given deference and respect by the Persian world in which he lived, nothing mattered more to an individual than his well-being and whether he would live or die. At an early age, fate made Ibn Sina the servant of a series of rulers who used his genius to guard their health, and though he wrote dozens of volumes on law and philosophy—enough to win him the affectionate sobriquet of Second Teacher (First Teacher being Mohammed)—it was as the Prince of Physicians that he gained the fame and adulation that followed him wherever he traveled. In Ispahan, where he had gone at

ALGEBRA!!!!

Diffusion tensor imaging (DTI), or tractography, is an in vivo MRI technology that uses water diffusion in brain tissue to visualize in stunning detail the brain's three-dimensional white matter anatomy. DTI is made possible by characterizing water diffusion in tissues by means of a mathematical tool called a tensor, based on matrix algebra: (1) a 3 x 3 matrix, called a diffusion tensor, is used to characterize the three-dimensional properties of water molecule diffusion; (2) from each diffusion tensor, the three pairs of eigenvalues and eigenvectors are calculated using matrix diagonalization; and (3) the eigenvector that corresponds to the largest eigenvalue is selected as the primary eigenvector. A 'streamline' algorithm then creates "tracts" by connecting adjacent voxels if their directional bias is above some treshold level. Does the orientation of the primary eigenvector coincide with that of the actual axon fibers in most white matter tracts ? Takahashi et al. (2011), for example, have demonstrated that radial organization of the subplate revealed via tractography directly correlates with its radial cellular organization, and G. Xu et al. (2014) were able to determine that transient radial coherence of white matter in the developing fetus reflected a composite of radial glial fibers, penetrating blood vessels, and radial axons.

There! I think it's another zombie." Off in the distance, we could see someone, or something, approaching at the edge of the parking lot. "I can't tell, hold on. I've got a pair of binoculars." I leaned inside, where we'd piled our supplies. "Well?" asked Misty. I adjusted the focus. "It's a zombie." "Are you sure? He doesn't look dead—maybe just a little pale." "Look for yourself, you'll see." I handed them to her and spit in disgust. "I can't see his eyes. He might be alive." "You don't recognize him?" "No, do you?" "It's Mr. Lopez. Teaches—well, taught Math," I said, rubbing my forehead. "Oh my gosh, you're right. How could I have forgotten?" Mr. Lopez had died of a heart attack last week while trying to teach Geometry in summer school—probably enough to kill anyone. It had been in the paper and on the local news. "You had his class last year, didn't you?" "Yeah, Pre-Algebra, hated it. It's just wrong to teach kids algebra. Still, to see him standing there...

mean proportional, i.e., if b and c are two given positive numbers, then x is the mean proportional of b and c if it satisfies the statement “b is to x as x is to c.” Or, in algebra which

I haven’t even checked to see if my Heart-2-Heart pal wrote back.” Madison plucked at the fuzzy strands of yarn on her pillow. “You should. I love this program! We can tell each other anything. It’s so great!” “And this guy’s name is Blue?” Piper’s voice sounded doubtful. “I don’t remember any kid at school named Blue. There was that one guy we called Green in our chem lab, remember? But I think we called him that because his last name was Green and we could never remember his first name.” Madison giggled even more. She was feeling like a fizzy soda pop, bubbly all over. “Oh, Piper, his name isn’t really Blue. That’s just his nickname.” “Do you have a nickname?” “Of course,” Madison said. “But I don’t want to tell you what it is. You’ll think it’s ridiculous.” “I can’t believe you won’t tell me,” Piper protested. “I’m your BFF. We share everything!” “I know…”” “Come on, tell me!” Piper pleaded. “Look, I told you about the time I wet my pants in second grade, and that I had a total crush on Mr. Proctor, our fifth-grade teacher. And last year, when I--” “This is different, Piper,” Madison tried to explain. “We can tell our deepest secrets to our Heart-2-Heart pal because they don’t know who we are.” “I just can’t believe this,” Piper continued in a really hurt voice. “Didn’t I tell you about that D I almost got in Algebra I and the secret tutor I had to hire to bring up my grade? God, I even told you about that mole on my butt that I had to have removed. If that’s not a deep secret, I don’t know what is.” “Okay, okay!” Madison sat up. “I’ll tell you. It’s Pinky.” There was a long pause. “Pinky? That’s ridiculous.” “See?” Madison shouted into the phone. “I knew you’d say that.” She got up and crossed to her vanity mirror. She tousled her hair with one hand to make it stand up. “It had to do with dyeing my hair pink.” There was an even longer pause. “You’re not going to do that, are you?” Piper asked quietly. “Because I don’t think it will help the campaign. Oh, it might steal a few votes from Jeremy--but do we really need them? I’m not sure.” “Piper, relax,” Madison said. “I was just joking about doing it.

the simple algebraic equation ω+k3 = 0. This is called the dispersion relation of (1): with the help of the Fourier transform it is not hard to show that every solution is a superposition of solutions of the form ei(kx-ωt), and the dispersion relation tells us how the “wave number” k is related to the “angular frequency” ω in each of these elementary solutions.

Max looked startled at her question, like a kid who had just arrived in class to discover there was an algebra test he hadn’t studied for.

O the Swiss and the Swedes Are at it all right A bore of a war And no end in sight They’re killing each other With unlikely skill Who’d have believed it Neutral and Nil It’s a bore What a bore It’s a bore of a war Logically sound But soft at the core When Vienna surrenders To Cambridge symbolic The null class is Z The peace terms a frolic O bore What a bore It’s a bore of a war Deft but bereft Of a Renaissance roar VOICE 1: What’s black and white, left or right, growing little and has no middle? O bring on a genuine algebra war Del Ferro, Fontana, Cardano, Fior None of these formalist postulate sets Less of this Either and Or Fourth dimension Yorkshireman and versifying Jew Pedagogic modern logic came too late for you One is one, two is one, three is two anew Theory of invariants Turbulence serene Higher space contains a trace Of double umbral sheen (...) O recite a litany in extremis To the peaceful end of logical premise Our Lady of Inferred Entities Prey on us Wielder of Occam’s Razor Spare our multiplicities Expounder of the Unthinkable Have mercy on our system of signs Elucidator of Logical Form Guide our superstitions Annihilator of Tautologies Bless our refrains Language Inviolate Forgive us our stammer

Gods of fucking algebra!

Table of Contents 1. Exponents 1.1. Motivation

During their first lesson, as Radu had feverishly scrambled to keep up and Mehmed had recited whole sections of the Koran, Lada spoke only in Wallachian. Molla Gurani had merely gazed at her, impassive behind those hated lenses, and informed her that his sole duty was to educate Mehmed. And, he had added in a disinterested tone, I do not think women capable of much learning. It is to do with the shape of their heads. Lada excelled after that. She memorized more sections of the Koran than either of the boys, and intoned them in a mocking imitation of Molla Gurani. She completed every theorem and practice of mathematic and algebraic problems. She knew the history of the Ottoman state and Mehmed’s line of descent as well as Mehmed himself. Mehmed was nearly thirteen, born between Lada and Radu. He was a third son, his mother a slave concubine, and his father favored the eldest two sons, which subjected Mehmed to gossip and shame. It was dreary knowledge, and Lada worked hard not to relate to or pity Mehmed. But above all, more than any other subject, she devoured lessons on past battles, historical alliances, and border disputes. For a while she had feared that Molla Gurani had meant to trick her into studiousness with his challenge, but he remained as impassive as ever, showing no pleasure in her attentiveness, never rising to her baiting. It did, however, greatly chagrin Mehmed whenever she surpassed him. That became her new goal.

A 1 (also a)   n. (pl.As or A's) 1 the first letter of the alphabet.    denoting the first in a set of items, categories, sizes, etc.  denoting the first of two or more hypothetical people or things: suppose A had killed B.  the highest class of academic mark.  (a) [CHESS] denoting the first file from the left, as viewed from white's side of the board.  (usu. a) the first fixed quantity in an algebraic expression.  (A) the human blood type (in the ABO system) containing the A agglutinogen and lacking the B.

The trajectory curves produced by the ball thrown into the air or the orbital curves of the planets orbiting the sun were of great interest to mathematicians. Treating algebraic systems was developed by medieval Islam scholars. Descartes showed how to use the algebraic term (x, y) to describe a geometric shape, showing what is known as Cartesian coordinates and how they were drawn using x, y and graphs. A straight line graph has characteristics that are easy to calculate. 카톡【AKR331】텔레【RDH705】라인【SPR331】위커【SPR705】 저희는 7가지 철칙을 바탕으로 거래를 합니다. 고객들과 지키지못할약속은 하지않습니다 1.정품보장 2.총알배송 3.투명한 가격 4.편한 상담 5.끝내주는 서비스 6.고객님 정보 보호 7.깔끔한 거래 포폴,에토미,수면제 팔아요 The known formula from the Babylonian times was able to calculate the area under the straight line. This slope (the rate of change represented by the slope of the straight line) is the value of the y coordinate divided by the change of the associated x coordinate. However, these values ​​are more difficult to calculate in the curve. Before Newton, mathematicians realized that one way to do this was to calculate an approximation. Calculate the curve as continuous straight lines, and the area under the curve as continuous squares and triangles. Using more or less rectangles and triangles, you can get a more accurate approximation, but this is still only an approximation. Newton began challenging this problem before he reached Ulussof. In February 1665 he was still in the third year of college. He knew that the French mathematician Fermat and his mentor Bera both explained the formula for a particular curve. He began to wonder if they could be generalized to all curves. "I got a hint about this method from how to draw Fermat's tangents and generalized it," he later said. The key to this problem was his ability to use infinite water. Newton realized this. Instead of adding to infinity, the sum associated with an infinite series is similar to a finite set of goals or limits. And we could use this to find the curve as a rectangle. Effective using infinite numbers and giving small squares to the area under the curve. This is 'integral'.

He can’t know I spent the last meditation imagining Carl Gauss whispering sweet nothings to me while he proved the existence of algebra . . . right?

I like you when you’re algebraic,” said Ulf—and immediately regretted it. It was a flirtatious remark—describing somebody as algebraic was undoubtedly to cross a line. You would not normally describe an ordinary friend as algebraic, and then say that you liked her that way. He saw the effect on Anna, and his regret deepened. “Algebraic?” she said, half coyly. “Well, I’m very happy to enter into any equation.