Multiplication And Division Quotes

There is no division nor subtraction in the heart-arithmetic of a good mother. There are only addition and multiplication.

I still remember the day I got my first calculator Teacher: All right, children, welcome to fourth grade math. Everyone take a calculator out of the bin. Me: What are these? Teacher: From now on we'll be using calculators. Me: What do these things do? Teacher: Simple operations, like multiplication and division. Me: You mean this device just...does them? By itself? Teacher: Yes. You enter in the problem and press equal. Me: You...you knew about this machine all along, didn't you? This whole time, while we were going through this...this charade with the pencils and the line paper and the stupid multiplication tables!...I'm sorry for shouting...It's just...I'm a little blown away. Teacher: Okay, everyone, today we're going to go over some word problems. Me: What the hell else do you have back there? A magical pen that writes book reports by itself? Some kind of automatic social studies worksheet that...that fills itself out? What the hell is going on? Teacher: If a farmer farms five acres of land a day-- Me: So that's it, then. The past three years have been a total farce. All this time I've been thinking, "Well, this is pretty hard and frustrating but I guess these are useful skills to have." Meanwhile, there was a whole bin of these things in your desk. We could have jumped straight to graphing. Unless, of course, there's some kind of graphing calculator! Teacher: There is. You get one in ninth grade. Me: Is this...Am I on TV? Is this a prank show? Teacher: No.

He calculated the number of bricks in the wall, first in twos and then in tens and finally in sixteens. The numbers formed up and marched past his brain in terrified obedience. Division and multiplication were discovered. Algebra was invented and provided an interesting diversion for a minute or two. And then he felt the fog of numbers drift away, and looked up and saw the sparkling, distant mountains of calculus.

Joy multiples when it is shared among friends, but grief diminishes with every division. That is life.

multiplication is vexation, division is as bad, the rule of three perplexes me and fractions drive me mad! (the story girl)

Who Am I? Do I have a single identity - based on nationality, ethnicity, religion, class, gender or geography? Or am I essentially a mixture of multiple belongings, cultural allegiances and diverse inheritances, backgrounds and trajectories? How we define our identity will shape our next steps.

There is no subtraction or division in the mind, there is only addition and multiplication. You cannot take away anything by force from the mind.

Why is it deemed justifiable and appropriate for cops/police officers to kill other cops (friendly–fire) and citizens? Why do cops kill? Are they not taught to maim or slow down someone running or reaching for a weapon? If not, why not? Why do cops kill first and ask questions last? Why are police officers being military trained? What can we as citizens, taxpayers, and voters do to stop these killings and beatings of unarmed people? Why do we let this continue? How many more must die or get beat up before we realize something is wrong and needs to be changed? Will you, a friend, or a family member have to be killed or beaten by a cop before we realize that things have to change? Who's here to protect us from the cops when they decide to use excessive force, shoot multiple shells, and/or murder us?

He's teaching her arithmetic, He said it was his mission, He kissed her once and said, "Now that's addition." And as he added smack by smack In silent satisfaction, She sweetly gave the kisses back and said, "Now that's subtraction." Then he kissed her, she kissed him, Without an explanation, And both together smiled and said, "That's multiplication." Then Dad appeared upon the scene and Made a quick decision. He kicked that kid three blocks away And said, "That's long division!

A multiplication of beliefs acts as a division of belief; and in proportion as anything is divided, it is weakened.

No matter how limited their powers of reason might have been. still they must have understood that living like that was just murder, a capital crime - except it was slow, day-by-day murder. The government (or humanity) could not permit capital punishment for one man, but they permitted the murder of millions a little at a time. To kill one man - that is, to subtract 50 years from the sum of all human lives - that was a crime; but to subtract from the sum of all human lives 50,000,000 years - that was not a crime! No, really, isn't it funny? This problem in moral math could be solved in half a minute by any ten-year-old Number today, but they couldn't solve it. All their Kant's together couldn't solve it (because it never occurred to one of their Kant's to construct a system of scientific ethics - that is, one based on subtraction, addition, division, and multiplication).

So a)To what extent might human relationships be expressed in a mathematical or logical formula? And b) If so, what signs might be placed between the integers? Plus and minus, self- evidently; sometimes multiplication, and yes. division. But these signs are limited. Thus an entirely failed relationship might be expressed in terms of both loss/minus and division/ reduction, showing a total zero; whereas an entirely successful one can be represented by both addition and multiplication. But what of most relationships? Do they not require to be expressed in notations which are logically insoluble?

If you have half a nothing - sell it for a double something, resell half at double-price, and buy another something and a half - how much nothing will you have two days from then? Like three. Because three is the short version of π, and π is involved in virtually anything, in some form, if you believe what the internet tells you.

Dividing a number by zero doesn’t produce an infinitely large number as an answer. The reason is that division is defined as the inverse of multiplication; if you divide by zero, and then multiply by zero, you should regain the number you started with. However, multiplying infinity by zero produces only zero, not any other number. There is nothing which can be multiplied by zero to produce a nonzero result; therefore, the result of a division by zero is literally “undefined.” 1A

The word “coherence” literally means holding or sticking together, but it is usually used to refer to a system, an idea, or a worldview whose parts fit together in a consistent and efficient way. Coherent things work well: A coherent worldview can explain almost anything, while an incoherent worldview is hobbled by internal contradictions. … Whenever a system can be analyzed at multiple levels, a special kind of coherence occurs when the levels mesh and mutually interlock. We saw this cross-level coherence in the analysis of personality: If your lower-level traits match up with your coping mechanisms, which in turn are consistent with your life story, your personality is well integrated and you can get on with the business of living. When these levels do not cohere, you are likely to be torn by internal contradictions and neurotic conflicts. You might need adversity to knock yourself into alignment. And if you do achieve coherence, the moment when things come together may be one of the most profound of your life. … Finding coherence across levels feels like enlightenment, and it is crucial for answering the question of purpose within life. People are multilevel systems in another way: We are physical objects (bodies and brains) from which minds somehow emerge; and from our minds, somehow societies and cultures form. To understand ourselves fully we must study all three levels—physical, psychological, and sociocultural. There has long been a division of academic labor: Biologists studied the brain as a physical object, psychologists studied the mind, and sociologists and anthropologists studied the socially constructed environments within which minds develop and function. But a division of labor is productive only when the tasks are coherent—when all lines of work eventually combine to make something greater than the sum of its parts. For much of the twentieth century that didn’t happen — each field ignored the others and focused on its own questions. But nowadays cross-disciplinary work is flourishing, spreading out from the middle level (psychology) along bridges (or perhaps ladders) down to the physical level (for example, the field of cognitive neuroscience) and up to the sociocultural level (for example, cultural psychology). The sciences are linking up, generating cross-level coherence, and, like magic, big new ideas are beginning to emerge. Here is one of the most profound ideas to come from the ongoing synthesis: People gain a sense of meaning when their lives cohere across the three levels of their existence.

The question ‘where are you from?’ has always mattered to me, and felt deeply personal, albeit equally complicated. For a long time it was the one question I dreaded being asked. ‘I am from multiple places,’ I wanted to be able to say in return. ‘I come from many cities and cultures, plural and diverse, but I am also from the ruins and remnants of these, from the memories and forgettings, from the stories and silences.

listen not to the bark of the guns and the bray of the gramophones but to the voices of the poets, answering each other, assuring us of a unity that rubs out divisions as if they were chalk marks only; to discuss with you the capacity of the human spirit to overflow boundaries and make unity out of multiplicity.

What do you learn at school, then?" "We learn about the Prophet and his three hundred authenticated miracles,and about Abraham and Isaac and Jonah and Omar and Ali and Hind and Fatima and the saints, and sometimes the big battles of Saladin against the barbarians. And we recite the Holy Koran because we have to learn al-Fatihah by heart." "What's that?" "It's the beginning." "What's it like?" Karatavuk closed his eyes and recited:'Bismillah al-rahman al-rahim...' When he's finished he opened his eyes, and mopped his forehead. "It's difficult" he observed. "I didn't understand any of it" complained Mehmetcik. " It sounds nice though. was it language?" "Of course it was language, stupid. It's Arabic." "What's that then?" "It's what Arabs speak. And it's what God speaks, and that's why we have to learn to recite it. It's something about being merciful and the Day of Judgement and showing us the right path, and if anything is going wrong, or you're worried, or someone's sick, you just have to say al-Fatihah and everything will probably be all right." "I didn't know that God spoke language." observed Mehmetcik. Father Kristoforos speaks to him in Greek, but we don't understand that either." "What do you learn, then." "We learn more than you," answered Mehmetcik self-importantly. "We learn about Jesus Son of Mary and his miracles and St Nicholas and St Dmitri and St Menas and the saints and Abraham and Isaac and Jonah and Emperor Constantine and Alexander the Great and the Marble Emperor, and the great battles against barbarians, and the War of Independence, and we learn reading and writing and adding up and taking away and multiplication and division." "Don't you learn al-Fatihah,then?" "When things go wrong we say 'Kyrie elesion'. and we've got a proper prayer as well." "What's that like?" Mehmetcik screwed up his eyes in unconcious imitation of his friend, and recited: 'Pater imon, o en tois ouranis, agiasthito to onoma sou, eltheto i vasileia sou..' When Mehmetcik has finished, Karatavuk asked, "What's that about, then? is that some kind of language?" "It's Greek. It's what we speak to God.I don't know exactly what it means, it's something about our father who is in heaven and forgive us our daily bread, and led us not into temptation, but it doesn't matter if we don't understand it, because God does" "Maybe," pondered Karatavuk, " Greek and Arabic are actually the same language, and that's how God understands us, like sometimes I'm Abdul and sometimes I'm Karatavuk, and sometimes you're Nico and sometimes you're Mehmetcik, but it's two names and there's only one me and there's only one you, so it might be all one language that's called Greek sometimes and Arabic sometimes.

In addition, the Greek division of human life into “mind,” “body,” “emotions,” “psyche,” and “spirit” underlies the modern Western view. The Semitic languages do not divide reality in this way. They provide multiple words for the subconscious self, all tied to the communal self. They imply a continuum between what we call spirit and body, not a division. We

There is a single truth, it filters through different stories and languages because people come from different cultures and speak different languages. And this truth has manifested itself through millennia, in multiple ways. Different people belong to different manifestations of truth. Some people take those manifestations and turn them into religions, or into gathering places or into a system. Others take those manifestations and allow that light to illuminate the paths on their inward journeys. All in all, the only reason why there is strife or hatred in any way, is because of the strife and hatred and intolerance inside of people. Truth does not call for any division or any hatred or intolerance of any kind. In order to love one thing, this does not mean we need to put down another one.

This indeed is the most conspicuous feature of the modern period: need for ceaseless agitation, for unending change, and for ever-increasing speed, matching the speed with which events themselves succeed one another. It is dispersion in multiplicity, and in a multiplicity that is no longer unified by consciousness of any higher principle; in daily life, as in scientific ideas, it is analysis driven to an extreme, endless subdivision, a veritable disintegration of human activity in all the orders in which this can still be exercised; hence the inaptitude for synthesis and the incapacity for any sort of concentration that is so striking in the eyes of Easterners. These are the natural and inevitable results of an ever more pronounced materialization, for matter is essentially multiplicity and division, and this-be it said in passing-is why all that proceeds from matter can beget only strife and all manner of conflicts between peoples as between individuals. The deeper one sinks into matter, the more the elements of division and opposition gain force and scope; and, contrariwise, the more one rises toward pure spirituality, the nearer one approaches that unity which can only be fully realized by consciousness of universal principles.

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

For mothers, some mothers, my mother, daughters are division and sons are multiplication; the former reduce them, fracture them, take from them, the latter augment and enhance. My mother, who would light up at the thought that my brothers were handsome, rankled at the idea that I might be nice-looking. The queen's envy of Snow White is deadly. It's based on the desire to be the most beautiful of all, and it raises the question of whose admiration she needs and what she thinks Snow White is competing for, this child whose beauty is an affliction. At the back of this drama between women are men, the men for whom the queen wants to be beautiful, the men whose attention is the arbiter of worth and worthlessness.

It wasn’t my fault that until that day I had never heard the word “multiplication.” It wasn’t something I’d learned in school, and my family didn’t sit around and work on math problems. But to a little kid who wanted to do well in school, it was a crushing defeat. In my immature brain, I didn’t understand the difference between intelligence and knowledge. So I assumed I was an idiot. I may not have known multiplication that day, but when I came home and told Papaw about my heartbreak, he turned it into triumph. I learned multiplication and division before dinner. And for two years after that, my grandfather and I would practice increasingly complex math once a week, with an ice cream reward for solid performance. I would beat myself up when I didn’t understand a concept, and storm off, defeated. But after I’d pout for a few minutes, Papaw was always ready to go again. Mom was never much of a math person, but she took me to the public library before I could read, got me a library card, showed me how to use it, and always made sure I had access to kids’ books at home.

Despite the life-saving contributions of a shelter pit bull named Howard, who served multiple tours in Afghanistan with the U.S. Army’s Eighty-Second Airborne Division as a tactical explosive detection dog, pit bulls are banned from privatized housing on all major military bases.

But the belief of a God is a belief distinct from all other things, and ought not to be confounded with any. The notion of a Trinity of Gods has enfeebled the belief of one God. A multiplication of beliefs acts as a division of belief; and in proportion as anything is divided it is weakened.

Acknowledging, as a fact, the equal rights of all its members to the treasures accumulated in the past, it no longer recognizes a division between exploited and exploiters, governed and governors, dominated and dominators, and it seeks to establish a certain harmonious compatibility in its midst-not by subjecting all its members to an -authority that is fictitiously supposed to represent society, not by trying to establish uniformity, but by urging all men to develop free initiative, free action, free association.   It seeks the most complete development of individuality combined with the highest development of voluntary association in all its aspects, in all possible degrees, for all imaginable aims; ever changing, ever modified associations which carry in themselves the elements of their durability and constantly assume new forms, which answer best to the multiple aspirations of all.

To the intellect all else, in comparison with what is correct, counts only as feeling, subjectivity, instinct. In this division, apart from the bright world of the intellect, there is only the irrational, in which is lumped together, according to the point of view, what is despised or desired. The impulse which pursues real truth by thought springs from the dissatisfaction with what is merely correct. The division, spoken of previously, paralyses this impulse; it causes man to oscillate between the dogmatism of the intellect that transcends its limits and, as it were, the rapture of the vital, the chance of the moment, life. The soul becomes impoverished in all the multiplicity of disparate experience. Then truth disappears from the field of vision and is replaced by a variety of opinions which are hung on the skeleton of a supposedly rational pattern. Truth is infinitely more than scientific correctness.

Having an aversion to something and an attraction towards something else is the basis of identification. Whatever you are averse to dominates your mind. The nature of your mind is such that if you say, “I do not want something,” only that thing keeps happening in your mind. There is no subtraction or division in the mind, there is only addition and multiplication.

5.4 The question of accumulation. If life is a wager, what form does it take? At the racetrack, an accumulator is a bet which rolls on profits from the success of one of the horse to engross the stake on the next one. 5.5 So a) To what extent might human relationships be expressed in a mathematical or logical formula? And b) If so, what signs might be placed between the integers?Plus and minus, self-evidently; sometimes multiplication, and yes, division. But these sings are limited. Thus an entirely failed relationship might be expressed in terms of both loss/minus and division/ reduction, showing a total of zero; whereas an entirely successful one can be represented by both addition and multiplication. But what of most relationships? Do they not require to be expressed in notations which are logically improbable and mathematically insoluble? 5.6 Thus how might you express an accumulation containing the integers b, b, a (to the first), a (to the second), s, v? B = s - v (*/+) a (to the first) Or a (to the second) + v + a (to the first) x s = b 5.7 Or is that the wrong way to put the question and express the accumulation? Is the application of logic to the human condition in and of itself self-defeating? What becomes of a chain of argument when the links are made of different metals, each with a separate frangibility? 5.8 Or is "link" a false metaphor? 5.9 But allowing that is not, if a link breaks, wherein lies the responsibility for such breaking? On the links immediately on the other side, or on the whole chain? But what do you mean by "the whole chain"? How far do the limits of responsibility extend? 6.0 Or we might try to draw the responsibility more narrowly and apportion it more exactly. And not use equations and integers but instead express matters in the traditional narrative terminology. So, for instance, if...." - Adrian Finn

In the Pandemonium model, control is usurped rather than delegated, in a process that is largely undesigned and opportunistic; there are multiple sources for the design “decisions” that yield the final utterance, and no strict division is possible between the marching orders of content flowing from within and the volunteered suggestions for implementation posed by the word-demons.

Louisa, never wonder!' Herein lay the spring of the mechanical art and mystery of educating the reason without stooping to the cultivation of the sentiments and affections. Never wonder. By means of addition, subtraction, multiplication, and division, settle everything somehow, and never wonder. Bring to me, says M'Choakumchild, yonder baby just able to walk, and I will engage that it will never wonder.

At the very same time that we witnessed the explosion of white celebrity moms, and the outpouring of advice to a surveillance of middle-class mothers, the welfare mother, trapped in a "cycle of dependency," became ubiquitous in our media landscape, and she came to represent everything wrong with America. She appeared not in the glossy pages of the women's magazines but rather as the subject of news stories about the "crisis" in the American family and the newly declared "war" on welfare mothers. Whatever ailed America--drugs, crime, loss of productivity--was supposedly her fault. She was portrayed as thumbing her nose at intensive mothering. Even worse, she was depicted as bringing her kids into the realm of market values, as putting a price on their heads, by allegedly calculating how much each additional child was worth and then getting pregnant to cash in on them. For middle-class white women in the media, by contrast, their kids were priceless, these media depictions reinforced the divisions between "us" (minivan moms) and "them" (welfare mothers, working-class mothers, teenage mothers), and did so especially along the lines of race. For example, one of the most common sentences used to characterize the welfare mother was, "Tanya, who has_____ children by ______ different men" (you fill in the blanks). Like zoo animals, their lives were reduced to the numbers of successful impregnations by multiple partners. So it's interesting to note that someone like Christie Brinkley, who has exactly the same reproductive MO, was never described this way. Just imagine reading a comparable sentence in Redbook. "Christie B., who has three children by three different men." But she does, you know.

Diversity must always be reconciled by the help of the Holy Spirit; he alone can raise up diversity, plurality and multiplicity while at the same time bringing about unity. When we, for our part, aspire to diversity, we become self-enclosed, exclusive and divisive; similarly, whenever we attempt to create unity on the basis of our human calculations, we end up imposing a monolithic uniformity. This is not helpful for the Church’s mission.

The extracellular genesis of cells in animals seemed to me, ever since the publication of the cell theory [of Schwann], just as unlikely as the spontaneous generation of organisms. These doubts produced my observations on the multiplication of blood cells by division in bird and mammalian embryos and on the division of muscle bundles in frog larvae. Since then I have continued these observations in frog larvae, where it is possible to follow the history of tissues back to segmentation.

No one leaves life anywhere, all lives seem to be portable. They are naturally so. To be practical about it and drop the metaphysics, having a life is equivalent to having business, affairs, interests. And how can anyone strip himself of all that? Very well. But then how did I do it? I don’t know. I’ve stood on the threshold of all the beauties, all the dangers. And the sums did not add up. The remainders did not remain, the multiplications were not multiplied, the divisions were not divided.

Elliptic curve multiplication is a type of function that cryptographers call a “trap door” function: it is easy to do in one direction (multiplication) and impossible to do in the reverse direction (division). The owner of the private key can easily create the public key and then share it with the world knowing that no one can reverse the function and calculate the private key from the public key. This mathematical trick becomes the basis for unforgeable and secure digital signatures that prove ownership of bitcoin funds.

Philosophy is the theory of multiplicities, each of which is composed of actual and virtual elements. Purely actual objects do not exist. Every actual surrounds itself with a cloud of virtual images. This cloud is composed of a series of more or less extensive coexisting circuits, along which the virtual images are distributed, and around which they run. These virtuals vary in kind as well as in their degree of proximity from the actual particles by which they are both emitted and absorbed. They are called virtual in so far as their emission and absorption, creation and destruction, occur in a period of time shorter than the shortest continuous period imaginable; it is this very brevity that keeps them subject to a principle of uncertainty or indetermination. The virtuals, encircling the actual, perpetually renew themselves by emitting yet others, with which they are in turn surrounded and which go on in turn to react upon the actual: ‘in the heart of the cloud of the virtual there is a virtual of a yet higher order ... every virtual particle surrounds itself with a virtual cosmos and each in its turn does likewise indefinitely.’ It is the dramatic identity of their dynamics that makes a perception resemble a particle: an actual perception surrounds itself with a cloud of virtual images, distributed on increasingly remote, increasingly large, moving circuits, which both make and unmake each other. These are memories of different sorts, but they are still called virtual images in that their speed or brevity subjects them too to a principle of the unconsciousness. It is by virtue of their mutual inextricability that virtual images are able to react upon actual objects. From this perspective, the virtual images delimit a continuum, whether one takes all of the circles together or each individually, a spatium determined in each case by the maximum of time imaginable. The varyingly dense layers of the actual object correspond to these, more or less extensive, circles of virtual images. These layers, whilst themselves virtual, and upon which the actual object becomes itself virtual, constitute the total impetus of the object. The plane of immanence, upon which the dissolution of the actual object itself occurs, is itself constituted when both object and image are virtual. But the process of actualization undergone by the actual is one which has as great an effect on the image as it does on the object. The continuum of virtual images is fragmented and the spatium cut up according to whether the temporal decompositions are regular or irregular. The total impetus of the virtual object splits into forces corresponding to the partial continuum, and the speeds traversing the cut-up spatium. The virtual is never independent of the singularities which cut it up and divide it out on the plane of immanence. As Leibniz has shown, force is as much a virtual in the process of being actualized as the space through which it travels. The plane is therefore divided into a multiplicity of planes according to the cuts in the continuum, and to the divisions of force which mark the actualization of the virtual. But all the planes merge into one following the path which leads to the actual. The plane of immanence includes both the virtual and its actualization simultaneously, without there being any assignable limit between the two. The actual is the complement or the product, the object of actualization, which has nothing but virtual as its subject. Actualization belongs to the virtual. The actualization of the virtual is singularity whereas the actual itself is individuality constituted. The actual falls from the plane like a fruit, whist the actualization relates it back to the plane as if to that which turns the object back into a subject.

The Qur’ān began by criticizing two closely related aspects of that society: the polytheism or multiplicity of gods which was symptomatic of the segmentation of society, and the gross socioeconomic disparities that equally rested on and perpetuated a pernicious divisiveness of mankind. The two are obverse and converse of the same coin: only God can ensure the essential unity of the human race as His creation, His subjects, and those responsible finally to Him alone. The economic disparities were most persistently criticized, because they were the most difficult to remedy and were at the hear of social discord—although tribal rivalries, with their multiple entanglements of alliance, enmity, and vengeance, were no less serious, and the welding of these tribes into a political unity was an imperative need. Certain abuses of girls, orphans, and women, and the institution of slavery demanded desperate reform.

There is, of course, a joy to finding confirmation of a suspicion you’ve carried around for half a century. But that satisfaction was tempered by the fact that Matsunaga’s research was sparked by more than just the desire to test an adage. He and his team hoped to explain the mystery behind the widespread collapse of marine ecosystems along the Japanese coast. They showed that clear-cutting on the island nation was what caused the devastation. Cutting so many trees led to a decline in the amount of fulvic acid, created by decomposing leaf fall in the forest, leaching into the groundwater that flows into the sea. This, in turn, reduced the quantity of iron in the island’s coastal waters. The lack of iron stopped the division and multiplication of microscopic marine life, which meant a famine for the sea creatures that depended on that life to survive. Cutting down trees, then, is not exclusively a suicidal act. It is homicidal as well.

If they were living, they must be organic, since life depended upon organization. But if they were organized, then they could not be elementary, since an organism is not single but multiple. They were units within the organic unit of the cell they built up. But if they were, then, however impossibly small they were, they must themselves be built up, organically built up, as a law of their existence; for the conception of a living unit meant by definition that it was built up out of smaller units which were subordinate; that is, organized with reference to a higher form. As long as division yielded organic units possessing the properties of life—assimilation and reproduction—no limits were set to it. As long as one spoke of living units, one could not correctly speak of elementary units, for the concept of unity carried with it in perpetuity the concept of subordinated, upbuilding unity; and there was no such thing as elementary life, in the sense of something that was already life, and yet elementary.

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.

Since they were bearers of life, they had to be organized, because life was based on organization; but if they were organized, they could not be elemental, because an organism is not elemental, but multiple. They were living entities below the level of the cell that they built and organized. But if that was so, despite their incomprehensible smallness, they, too, as living entities had to be built out of something, had to be organized, structured organically. Because to be a living entity was by definition to be built out of smaller, subordinate entities, or better, out of entities organized to serve the higher form of life. There could be no limit to such division as long as it yielded organic entities—that is, those possessing the characteristics of life, in particular the ability to ingest, grow, and multiply. As long as one spoke of living entities, any discussion of elemental units was dishonest, because the concept of an entity carried with it, ad infinitum, the concept of the subordinate, organizing unit. There was no such thing as elemental life—that is, something that was both already life and yet elemental.

I will give technology three definitions that we will use throughout the book. The first and most basic one is that a technology is a means to fulfill a human purpose. For some technologies-oil refining-the purpose is explicit. For others- the computer-the purpose may be hazy, multiple, and changing. As a means, a technology may be a method or process or device: a particular speech recognition algorithm, or a filtration process in chemical engineering, or a diesel engine. it may be simple: a roller bearing. Or it may be complicated: a wavelength division multiplexer. It may be material: an electrical generator. Or it may be nonmaterial: a digital compression algorithm. Whichever it is, it is always a means to carry out a human purpose. The second definition I will allow is a plural one: technology as an assemblage of practices and components. This covers technologies such as electronics or biotechnology that are collections or toolboxes of individual technologies and practices. Strictly speaking, we should call these bodies of technology. But this plural usage is widespread, so I will allow it here. I will also allow a third meaning. This is technology as the entire collection of devices and engineering practices available to a culture. Here we are back to the Oxford's collection of mechanical arts, or as Webster's puts it, "The totality of the means employed by a people to provide itself with the objects of material culture." We use this collective meaning when we blame "technology" for speeding up our lives, or talk of "technology" as a hope for mankind. Sometimes this meaning shades off into technology as a collective activity, as in "technology is what Silicon Valley is all about." I will allow this too as a variant of technology's collective meaning. The technology thinker Kevin Kelly calls this totality the "technium," and I like this word. But in this book I prefer to simply use "technology" for this because that reflects common use. The reason we need three meanings is that each points to technology in a different sense, a different category, from the others. Each category comes into being differently and evolves differently. A technology-singular-the steam engine-originates as a new concept and develops by modifying its internal parts. A technology-plural-electronics-comes into being by building around certain phenomena and components and develops by changing its parts and practices. And technology-general, the whole collection of all technologies that have ever existed past and present, originates from the use of natural phenomena and builds up organically with new elements forming by combination from old ones.

Switch the Skills, Switch the Schools Education researcher Sugata Mitra, who has showed how much poor children in the developing world can learn on their own when provided with nothing more than some appropriate technology, has a provocative explanation for the emphasis on rote learning. In his speech at the 2013 TED conference, where his work was recognized with the one-million-dollar TED prize, he gave an account of when and why these skills came to be valued. I tried to look at where did the kind of learning we do in schools, where did it come from? . . . It came from . . . the last and the biggest of the empires on this planet, [the British Empire]. What they did was amazing. They created a global computer made up of people. It’s still with us today. It’s called the bureaucratic administrative machine. In order to have that machine running, you need lots and lots of people. They made another machine to produce those people: the school. The schools would produce the people who would then become parts of the bureaucratic administrative machine. . . . They must know three things: They must have good handwriting, because the data is handwritten; they must be able to read; and they must be able to do multiplication, division, addition and subtraction in their head. They must be so identical that you could pick one up from New Zealand and ship them to Canada and he would be instantly functional.10

Galen maintained that the human womb had two cavities, in which he was followed by the major Arabic medical writers. The idea that there were seven divisions, three warmer ones on the right engendering males, three colder ones on the left engendering females, and a seventh, in the middle, producing a hermaphrodite, may have resulted from a systemization in Byzantine medicine of various separate ancient ideas bearing upon multiple births and sex differentiation;

We shall see that the problems we have to face concern the possible influence of Babylon, rather than of Egypt, upon Hebrew tradition. And one last example, drawn from the later period, will serve to demonstrate how Babylonian influence penetrated the ancient world and has even left some trace upon modern civilization. It is a fact, though one perhaps not generally realized, that the twelve divisions on the dials of our clocks and watches have a Babylonian, and ultimately a Sumerian, ancestry. For why is it we divide the day into twenty-four hours? We have a decimal system of reckoning, we count by tens; why then should we divide the day and night into twelve hours each, instead of into ten or some multiple of ten? The reason is that the Babylonians divided the day into twelve double-hours; and the Greeks took over their ancient system of time-division along with their knowledge of astronomy and passed it on to us.

Nowhere in all this elaborate brain circuitry, alas, is there the equivalent of the chip found in a five-dollar calculator. This deficiency can make learning that terrible quartet—“Ambition, Distraction, Uglification, and Derision,” as Lewis Carroll burlesqued them—a chore. It’s not so bad at first. Our number sense endows us with a crude feel for addition, so that, even before schooling, children can find simple recipes for adding numbers. If asked to compute 2 + 4, for example, a child might start with the first number and then count upward by the second number: “two, three is one, four is two, five is three, six is four, six.” But multiplication is another matter. It is an “unnatural practice,” Dehaene is fond of saying, and the reason is that our brains are wired the wrong way. Neither intuition nor counting is of much use, and multiplication facts must be stored in the brain verbally, as strings of words. The list of arithmetical facts to be memorized may be short, but it is fiendishly tricky: the same numbers occur over and over, in different orders, with partial overlaps and irrelevant rhymes. (Bilinguals, it has been found, revert to the language they used in school when doing multiplication.) The human memory, unlike that of a computer, has evolved to be associative, which makes it ill-suited to arithmetic, where bits of knowledge must be kept from interfering with one another: if you’re trying to retrieve the result of multiplying 7 X 6, the reflex activation of 7 + 6 and 7 X 5 can be disastrous. So multiplication is a double terror: not only is it remote from our intuitive sense of number; it has to be internalized in a form that clashes with the evolved organization of our memory. The result is that when adults multiply single-digit numbers they make mistakes ten to fifteen per cent of the time. For the hardest problems, like 7 X 8, the error rate can exceed twenty-five per cent. Our inbuilt ineptness when it comes to more complex mathematical processes has led Dehaene to question why we insist on drilling procedures like long division into our children at all. There is, after all, an alternative: the electronic calculator. “Give a calculator to a five-year-old, and you will teach him how to make friends with numbers instead of despising them,” he has written. By removing the need to spend hundreds of hours memorizing boring procedures, he says, calculators can free children to concentrate on the meaning of these procedures, which is neglected under the educational status quo.

The shift to multithreading usually occurs during the City stage of blitzscaling. Once the company has more than a thousand employees, the organization is large enough to support the creation of multiple divisions or business units.

Multiplication is vexation, Division is twice as bad; The Rule of Three it puzzles me And Fractions drive me mad!

Individual humans interacting with Platform K are considered a User in the Loop. There are others, time-division multiplexing allows the array to have multiple Users Simultaneously commutating into the Commutational Prime. Synchronous and Asynchronous Hierarchies allows for read/write simultaneity across Users.

That there are nations, states, and churches, that there is social cooperation under the division of labor, becomes discernible only in the actions of certain individuals. Nobody ever perceived a nation without perceiving its members. In this sense one may say that a social collective comes into being through the actions of individuals. That does not mean that the individual is temporally antecedent. It merely means that definite actions of individuals constitute the collective. There is no need to argue whether a collective is the sum resulting from the addition of its elements or more, whether it is a being suigeneris, and whether it is reasonable or not to speak of its will, plans, aims, and actions and to attribute to it a distinct "soul." Such pedantic talk is idle. A collective whole is a particular aspect of the actions of various individuals and as such a real thing determining the course of events. It is illusory to believe that it is possible to visualize collective wholes. They are never visible; their cognition is always the outcome of the understanding of the meaning which acting men attribute to their acts. We can see a crowd, i.e., a multitude of people. Whether this crowd is a mere gathering or a mass (in the sense in which this term is used in contemporary psychology) or an organized body or any other kind of social entity is a question which can only be answered by understanding the meaning which they themselves attach to their presence. And this meaning is always the meaning of individuals. Not our senses, but understanding, a mental process, makes us recognize social entities. Those who want to start the study of human action from the collective units encounter an insurmountable obstacle in the fact that an individual at the same time can belong and--with the exception of the most primitive tribesmen--really belongs to various collective entities. The problems raised by the multiplicity of coexisting social units and their mutual antagonisms can be solved only by methodological individualism

For a corporation to have a chance of delivering greater value together than the units could individually, there must be some core activities in common—both among businesses in the portfolio and between those businesses and the company overall. It is essential that all of the systems have at least some capabilities and activities that line up with the core capabilities of the organization. These shared capabilities—the ones that run through multiple divisions or units and the organization overall—create reinforcing rods that link different parts of the organization together, just as steel reinforcing rods run from floor to floor in a concrete building to keep it standing (figure 5-2). These reinforcing rods help drive strategy forward at all levels.

Leaders rooted in the logic of multiplication believe: 1. Most people in organizations are underutilized. 2. All capability can be leveraged with the right kind of leadership. 3. Therefore, intelligence and capability can be multiplied without requiring a bigger investment. For example, when Apple Inc. needed to achieve rapid growth with flat resources in one division, they didn’t expand their sales force.

Division and subtraction are not required in a friendship or marriage. Only addition and multiplication of great things.

In the fifteenth century, multiplication with numerals was considered to be extremely difficult, and division almost impossible, an art to be attempted only by experts.

What Marx considered a divisive ploy is now the avowed strategy of progressives and Democrats: to turn black and brown against white, female against male, gay and lesbian and transgender people against “heteronormativity.” In 2020, Democrats intend to use these multiple lines of division to create the majority coalition that will implement their new form of identity socialism across the economic and cultural landscape.

Thus we see that it is not strictly exact to regard the archetypes as non-existent. More exact it is to say they are neither existent nor non-existent. And, in fact, Ibn Arabi himself explicitly says so in a short, but exceedingly important article to which incidental reference was made in an earlier place. It is to be noted that in this passage he takes up a more philosophical position than in his Fusus in dealing with the problem of the archetypes. 'The third thing is neither qualified by existence nor by non-existence, neither by temporality nor by eternity (a parte ante). But it has always been with the Eternal from eternity....It is neither existent nor non-existent....But it is the root (i.e., the ontological ground) of the world....For from this third thing has the world come into being. Thus it is the very essential reality of all the realities of the world. It is a universal and intelligible reality subsisting in the Mind. It appears as eternal in the Eternal and as temporal in the temporal. So, if you say that this thing is the world, you are right. And if you say that it is the Absolute, the Eternal, you are equally right. But you are no less right if you say that it is neither the world nor the Absolute, but something different from both. All these statements are true of this thing. Thus it is the most general Universal comprising both temporality (huduth) and eternity (qidam). It multiplies itself with the multiplicity of the existent things. And yet it is not divided by the division of the existent things; it is divided by the division of the intelligibles. In short, it is neither existent nor non-existent. It is not the world, and yet it is the world. It is 'other', and yet it is not 'other'.

Our life is full of additions and multiplications. If you are not afraid of subtractions and divisions, you are on the way to attain salvation!

Today, the situation is not one in which heaven is divided into two spheres, as was the case in the Cold War period when two global worldviews confronted each other. The divisions of heaven today appear increasingly drawn within each particular country. In the United States, for instance, there is an ideological and political civil war between the alt-Right and the liberal-democratic establishment, while in the United Kingdom there are similarly deep divisions, as were recently expressed in the opposition between Brexiteers and anti-Brexiteers . . . Spaces for common ground are ever diminishing, mirroring the ongoing enclosure of physical public space, and this is happening at a time when multiple intersecting crises mean that global solidarity and international cooperation are more needed than ever.

The Very Difference Between Game Design & 3D Game Development You Always Want to Know Getting into the gaming industry is a dream for many people. In addition to the fact that this area is always relevant, dynamic, alive and impenetrable for problems inherent in other areas, it will become a real paradise for those who love games. Turning your hobby into work is probably the best thing that can happen in your career. What is Game Designing? A 3D Game Designer is a creative person who dreams up the overall design of a video game. Game design is a large field, drawing from the fields of computer science/programming, creative writing, and graphic design. Game designers take the creative lead in imagining and bringing to life video game worlds. Game designers discuss the following issues: • the target audience; • genre; • main plot; • alternative scenarios; • maps; • levels; • characters; • game process; • user interface; • rules and restrictions; • the primary and secondary goals, etc Without this information, further work on the game is impossible. Once the concept has been chosen, the game designers work closely with the artists and developers to ensure that the overall picture of the game is harmonized and that the implementation is in line with the original ideas. As such, the skills of a game designer are drawn from the fields of computer science and programming, creative writing and graphic design. Game designers take the creative lead in imagining and bringing to life video game stories, characters, gameplay, rules, interfaces, dialogue and environments. A game designer's role on a game development outsourcing team differs from the specialized roles of graphic designers and programmers. Graphic designers and game programmers have specific tasks to accomplish in the division of labor that goes into creating a video game, international students can major in those specific disciplines if desired. The game designer generates ideas and concepts for games. They define the layout and overall functionality of the Game Animation Studio. In short, they are responsible for creating the vision for the game. These geniuses produce innovative ideas for games. Game designers should have a knack for extraordinary and creative vision so that their game may survive in the competitive market. The field of game design is always in need of artists of all types who may be drawn to multiple art forms, original game design and computer animation. The game designer is the artist who uses his/her talents to bring the characters and plot to life. Who is a Game Development? Games developers use their creative talent and skills to create the games that keep us glued to the screen for hours and even days or make us play them by erasing every other thought from our minds. They are responsible for turning the vision into a reality, i.e., they convert the ideas or design into the actual game. Thus, they convert all the layouts and sketches into the actual product. It may involve concept generation, design, build, test and release. While you create a game, it is important to think about the game mechanics, rewards, player engagement and level design. 3D Game development involves bringing these ideas to life. Developers take games from the conceptual phase, through *development*, and into reality. The Game Development Services side of games typically involves the programming, coding, rendering, engineering, and testing of the game (and all of its elements: sound, levels, characters, and other assets, etc.). Here are the following stages of 3D Game Development Service, and the best ways of learning game development (step by step). • High Concept • Pitch • Concept • Game Design Document • Prototype • Production • Design • Level Creation • Programming

1 Dividing a number by zero doesn’t produce an infinitely large number as an answer. The reason is that division is defined as the inverse of multiplication; if you divide by zero, and then multiply by zero, you should regain the number you started with. However, multiplying infinity by zero produces only zero, not any other number. There is nothing which can be multiplied by zero to produce a nonzero result; therefore, the result of a division by zero is literally “undefined.

While Immelt said that he encouraged debate, meetings often lacked rigorous questioning. One executive recalled being in a board meeting in which Keith Sherin was presenting the quarterly financial results to the group. The Power business had missed badly, but little specific detail was provided on what went wrong. This executive braced for the reaction from the directors, but it never came—none of them asked what went wrong. When Flannery committed to renewing and shrinking the board of directors, it included half a dozen current or former CEOs, the former head of mutual fund giant Vanguard Group, the dean of New York University’s business school, as well as a former chair of the Securities and Exchange Commission. The seventeen independent directors got a mix of cash, stock, and other perks worth more than $300,000 a year. The terms had been even more generous when GE still made appliances; the company allowed directors to take home up to $30,000 worth of GE products in any three-year period. The company matched the directors’ gifts to charity, and upon leaving the board, a director could send $1 million in GE money to a charity. Some directors admitted to having been sold by Immelt’s sweeping optimism, even if they knew he wasn’t the best deal-maker. But they knew he had a hard job, was playing with a tough hand, and had survived multiple major crises. Plus, they liked him. Immelt said that he did his best to keep directors informed, noting that he required them to make trips to GE divisions on their own, but he also knew that the complexity of the business limited their input. As they’d done under Welch, the board usually tended to approve his recommendations and follow his lead. Some felt that Immelt manipulated the board, and it was whispered that members were chosen and educated to see the company through his visionary eyes. There was concern that the board didn’t entirely understand how GE worked, and that Immelt was just fine with that. Like many CEOs who are also their company’s chairman, he made sure that his board was aligned with him.

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.

Al-Khwarizmi fell into the taboo that humans refused to fall into throughout their history, not because of their stupidity, nor their lack of attention to the presence of a number here that has an impact, but because they preferred not to deal with it at all unless they fully understood it, they ignored it rather than building the world around them on a wrong frame of reference. So, you have to ask now what if we decided to change the zero and give it its value that we know for sure, which is the unknown. We do not know it, we do not understand it, and not knowing is better than building everything on the wrong frame of reference Any number multiplied by zero equals an unknown The sum of any number with zero equals an unknown The result of any number divided by zero equals an unknown The result of subtracting any number with zero equals an unknown Are you starting to feel the problem and see the size of the unknown that is inside our calculations and our whole life! Infiltrating it without knowing anything about it! The clear is clear, that zero is not only divisible, but also summation, subtraction, and multiplication, because it is unknown, and no matter how much we try to patch the tables to fit the calculations, the division keeps breaking our back and telling us, you are wrong. Despite all this, our strongest strength remains, our winning ball, which has never failed us, is the power of creative adaptation. We are not like viruses, we settle in an environment that we drain and then move to others, nor like animals, we go into an environment and adapt to it and adapt ourselves according to its capabilities. That is why when we hit zero, we got creative and innovated, and decided to change the law of the entire universe, made it a hypothetical effect inspired by our imagination, and built the world on this basis. And the crazy thing is that everything around us is working perfectly. And what is even crazier, is that if we decide to change the effect of zero, so that one multiplied by zero equals twenty, then everything around us will reset, and it will work perfectly as well. Even if we decide to change all the math tables, this universe will mutate to suit our thinking.

In case you forgot: brackets, exponents, division, multiplication, addition, subtraction. BEDMAS. It’s the order in which you ignored your homework.

We were trading big books of assets. We were the most profitable division in the firm for multiple years, until we weren’t. One quarter our group lost $100 million, and I was blamed for the loss. I never forgave the firm for a lack of partnership. In a brief moment, this whole concept of partnership and friendship turned out to be false. That was in 1986. It took a year and a half for me to determine what I wanted to do. A year and a half later, I left to start BlackRock in partnership with Blackstone.

When Karl Marx elaborated upon the savage exploitation of workers by the capitalists, he described that due to extensive mechanization and division of labour, the work of the proletarians lost its exclusive character and became dull and monotonous increasing the repulsiveness of work while decreasing the wages. However, in the case of dowry extortion, the women are oppressed in multiple ways. The authoritative Brahminic ideology that propagates the dowry, forcibly extorts wealth from a woman and her family, mercilessly exploits her labour, and simultaneously deprives of her any wages or any monetary compensation for her extensive contribution behind the veil of labour of love and the rhetoric of sacrifices for the sake of family.

Zen is not coextensive with any one school, whether that be Korean Sŏn or Japanese Rinzai Zen. There have actually been many independent strands of what has come to be called Zen, the sorting out of which has occupied scholars of Buddhism for the last few decades. These sectarian divisions are further complicated by the fact that there are Zen traditions in all four East Asian countries—China, Korea, Japan, and Vietnam—each of which has its own independent history, doctrine, and mode of practice. While each of these traditions has developed independently, all have been heavily influenced by the Chinese schools of Ch'an (Kor. Sŏn; Jpn. Zen; Viet. Thiên). We are therefore left with an intricate picture of several independent national traditions of Zen, but traditions that do have considerable synergy between them. To ignore these national differences would be to oversimplify the complicated sectarian scene that is East Asian Zen; but to overemphasize them would be to ignore the multiple layers of symbiosis between Zen's various national branches. These continuities and transformations between the different strands must both be kept in mind in order to understand the character of the "Zen tradition.

This is precisely what modern Westerners overlook: they admit nothing higher than rational or discursive knowledge, which is necessarily indirect and imperfect, being what might be described as reflected knowledge; and even this lower type of knowledge they are coming more and more to value only insofar as it can be made to serve immediate practical ends. Absorbed by action to the point of denying everything that lies beyond it, they do not see that this action itself degenerates, from the absence of any principle, into an agitation as vain as it is sterile. This indeed is the most conspicuous feature of the modern period: need for ceaseless agitation, for unending change, and for ever-increasing speed, matching the speed with which events themselves succeed one another. It is dispersion in multiplicity, and in a multiplicity that is no longer unified by consciousness of any higher principle; in daily life, as in scientific ideas, it is analysis driven to an extreme, endless subdivision, a veritable disintegration of human activity in all the orders in which this can still be exercised; hence the inaptitude for synthesis and the incapacity for any sort of concentration that is so striking in the eyes of Easterners. These are the natural and inevitable results of an ever more pronounced materialization, for matter is essentially multiplicity and division, and this-be it said in passing-is why all that proceeds from matter can beget only strife and all manner of conflicts between peoples as between individuals.

If we think in terms of Mount Delectable rewards like money and power, things have to be divided up, so one person’s gain is often another’s loss. But remember, we want these things only because we think they’ll give us the feelings we yearn for—peace, purpose, belonging, fulfillment. And when one person gets more of those truly innately delicious things, their joy isn’t divisive. It’s multiplicative. The more of these beautiful feelings we receive, the more we create. Giving doesn’t impoverish us; it makes us richer.

Everything that truly makes us happy is limitless and multiplicative, not scarce and divisive.

Everything that truly makes us happy is limitless and multiplicative, not scarce and divisive. As we realize this, our fear of scarcity—the basis of greed—lessens. Recognizing that living our truth makes things better for everyone can give us the courage to make big decisions that move us toward integrity.

Multiplication is vexation, Division is as bad, The rule of three perplexes me, And fractions drive me mad,

This relatively hands-off style of rule practiced by the Eastern European empires was born of pragmatism. Social divisions were not a flaw to be overcome, but a tool to be used. In these realms, universal citizenship did not exist. People lived not as individuals but as parts of wider social estates, each of which came with its own set of privileges and prohibitions. Everyone was discriminated against to some extent, except for the sultan or czar. Everyone also had a function. To most people, before the arrival of modernity, the idea of equality before the law was unthinkable. What mattered most in life was to be allowed to fulfill their role undisturbed. Meanwhile, what mattered most to rulers was that the sum total of these various roles added up to them staying in power. For this, outsiders could be just as useful as locals and often showed themselves to be more dependable. The process of inviting helpful strangers into Eastern Europe began very early. Eastern European monarchs began looking abroad for talent in the Middle Ages Compared to Western Europe, the East was under-populated, lacking sities and the specialized craftsmen and traders who inhabited them. Eastern rulers also sat uneasily on the intersection of multiple frontiers: between pagan and Christian, Christian and Muslim, and Catholic and Orthodox. Because of this, they needed all the help they could get cultivating, defending, and administering their realms. In the eleventh century, A Hungarian king lectured his son about the usefulness of immigrants: 'As guests come from various areas and lands, so they bring with them various languages and customs, various examples and forms of armaments, which adorn and glorify the royal court. . . . For a kingdom of one language and one custom is weak and fragile. Therefore, my son, I order that you should feed them with goodwill and honor them so that they will prefer to live with you rather than inhabit any other place.' The young prince took his father's advice to heart. By the thirteenth century, the kingdom of Hungary harbored, within its ragile borders, groups of Jews, Muslims, Armenians, Slavs, Italians, Franks, Spaniards, and Germans

organizational structure can be useful to analyze in cases that involve an execution aspect. Most cases deal with a big strategic decision—not the execution of a previously made decision—so you likely won’t need to consider this topic during the case interview. As a working consultant, however, you would be wise to analyze the company’s organizational structure to identify any conflicts between the structure and the strategy. We can refer again to the Fortune 500 CIO for this topic: If the CIO will deal with only one point of contact, he will not want to work with a company organized into five divisions, each with its own sales force.

When a consultant interviews you, she is wondering, Can I drop you off with a division of a Fortune 500 company by yourself, with little to no supervision? Can you handle the client, solve its problems, and in the process make the firm look good? That’s what that consultant is really thinking, but most candidates don’t appreciate this perspective.

By relieving the brain of all unnecessary work, a good notation sets it free to concentrate on more advanced problems, and in effect increases the mental power of the race. Before the introduction of the Arabic notation, multiplication was difficult, and the division even of integers called into play the highest mathematical faculties. Probably nothing in the modern world would have more astonished a Greek mathematician than to learn that … a huge proportion of the population of Western Europe could perform the operation of division for the largest numbers. This fact would have seemed to him a sheer impossibility…. Our modern power of easy reckoning with decimal fractions is the almost miraculous result of the gradual discovery of a perfect notation. —Alfred North Whitehead

Power works by division, influence by multiplication. Power, in other words, is a zero-sum game: the more you share, the less you have. Influence is a non-zero-sum game: the more you share, the more you have.

in this job you really need to know only four things: addition, subtraction, multiplication, and division—and most of the time you can get by without division!” I

I tried to look at where did the kind of learning we do in schools, where did it come from? . . . It came from . . . the last and the biggest of the empires on this planet, [the British Empire]. What they did was amazing. They created a global computer made up of people. It’s still with us today. It’s called the bureaucratic administrative machine. In order to have that machine running, you need lots and lots of people. They made another machine to produce those people: the school. The schools would produce the people who would then become parts of the bureaucratic administrative machine. . . . They must know three things: They must have good handwriting, because the data is handwritten; they must be able to read; and they must be able to do multiplication, division, addition and subtraction in their head. They must be so identical that you could pick one up from New Zealand and ship them to Canada and he would be instantly functional.10 Of

A l'école, il se portait toujours volontaire pour effacer le tableau. Verbes conjugués, divisions, multiplications, date et morale du jour disparaissaient alors au passage de l'éponge et bientôt ne subsistait sur la surface noire qu'un entrelacs de grands 8 dégoulinants d'une eau laiteuse qui séchait par plaques. Hier devenait demain, un même jour, toujours recommencé, l'éternité au quotidien.

The ways schools were organized (the homogeneous tracks, the division of students by age), their scale of virtues (where the worst sins involved talking out of turn or not standing properly in line, while generosity was barely noticed), the labels "academic" and "nonacademic" all offered glimpses into social history. Why, for example, was putting together a student newspaper nonacademic, whereas lessons in handwriting or filling in multiple-choice workbooks were academic?

One thing that went missing from the reporting of Donald’s percentages was some quick math. Donald was in the midst of his I-am-worth-$5-billion-to-$6-billion phase, but by valuing his casino stake at 1 or 2 percent of his net worth he gave himself a personal treasure chest worth no more than $1.7 billion. Still, such is the hypnotic power of the Trumpster that his verbal billions convince people to stop doing multiplication and division.

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A fascist regime could imprison, despoil, and even kill its inhabitants at will and without limitation. All else pales before that radical transformation in the relation of citizens to public power. It follows almost as an anticlimax that fascist regimes contained no mechanisms by which citizens could choose representatives or otherwise influence policy. Parliaments lost power, elections were replaced by yesno plebiscites and ceremonies of affirmation, and leaders were given almost unlimited dictatorial powers. Fascists claimed that the division and decline of their communities had been caused by electoral politics and especially by the Left’s preparations for class warfare and proletarian dictatorship. Communities so afflicted, the fascists taught, could not be unified by the play of naturally harmonious human interests, as the liberals had believed. They had to be unified by state action, using persuasion and organization if possible, using force if necessary. The job required what the French sociologist Émile Durkheim called “mechanical solidarity” rather than “organic solidarity.” Fascist regimes thus contained multiple agencies for shaping and molding the citizenry into an integrated community of disciplined, hardened fighters. The fascist state was particularly attentive to the formation of youth, jealously attempting to retain a monopoly of this function (a matter that brought fascist regimes and the Catholic Church into frequent conflict).

Worksheets There is nothing more effective than a pencil and paper for practicing some math skills. These math worksheets are ideal for teachers, parents, students, and home schoolers. The companion ebook allows you to take print outs of these worksheets instantly or you can save them for later use. The learner can significantly improve math knowledge

India is touted today as the most multicultural, ethnically diverse country in the world. This country is home to four major racial groups, which overlap due to racial admixture: Caucasoids, Australoids, Mongoloids and Negritos. With over two thousand ethnic groups, four major families of languages, and multiple religions (Hindus do comprise the vast majority at 80.5% with Islam at 13.4%), India, in the words of Coon, is ‘the most complicated geographically, racially, and culturally’.[38] Yet all these racial groups are descendants of waves of invaders centuries ago; immigration is practically non-existent today, apart from a trickling of Bangladeshi, Pakistani, and Burmese migrants. With its endogamous rules, India has remained racially stable for centuries; its caste divisions have been historically deep, with limited gene flows across racial boundaries. The racial differences that exist can still be traced back to the migrations into India before Christ. The Indian racial populations can be well demarcated as separate from most of the other Asian populations, from the Persian Gulf, Arabia, Burma, China, Vietnamese and Malayan lands. It is not a complicated land to locate on a map; historically the country has always been located more or less in the same place.

For mothers, some mothers, my mother, daughters are division and sons are multiplication; the former reduce them, fracture them, take from them, the latter augment and enhance. My mother, who would light up at the thought that my brothers were handsome, rankled at the idea that I might be nice-looking. The queen’s envy of Snow White is deadly.

1: 1 Name ________ Date ________ 3 8 3 + 7 + 8 + 4

Troublingly, the various reports disseminated by the FBI were often misleading if not outright inaccurate. In one teletype sent to the director of the Domestic Intelligence Division of the FBI, as well as to the White House and the U.S. attorney general, at 11:58 p.m. on September 9, the Buffalo office reported that during the riot “the whites were reportedly forced into the yard area by the blacks” and Black Power militants there were rounding up not just employee hostages but also all white prisoners, which was misleading in that it suggested a race riot was unfolding.42 More inflammatory still, the FBI’s Buffalo office stated that the prisoners “have threatened to kill one guard for every shot fired [at them]”; that they “have threatened to kill all hostages unless demands are met”; and that all of the hostages “are being made to stand at attention” out in D Yard.43 None of this proved to be the case. During the tumultuous 1960s and 1970s the FBI was deeply invested in destabilizing and undermining grassroots organizations that it considered a threat to national security—as were the politicians, such as Nixon, Agnew, and Mitchell, who supported its efforts and relied on its briefings.44 One of the FBI’s counterintelligence programs in this period—COINTELPRO—was notorious for using rumor and outright fabrication stories in an attempt to destroy leftist, antiwar, and civil rights groups from within. For this reason Commissioner Oswald’s determination to keep negotiating with the men in D Yard infuriated much of the Bureau. As one internal FBI memo put it, state officials had “capitulated to the unreasonable demands of prisoners.”45 And these weren’t just any criminals; as the FBI noted on multiple occasions, “The majority of the mutinous prisoners are black.”46 As dusk fell over D Yard on the first day of the Attica uprising, FBI and State Police rumors about black prisoners’ threats and outrageous actions only multiplied. But no matter how hostile everyone else was to the idea of the state negotiating with the prisoners, Commissioner Russell Oswald insisted even more forcefully that he was going to see these talks through.

Algebra is another branch of mathematics; it studies sets on which there have been defined things called “operations”. An operation on a set is a rule whereby two or more elements of the set can be combined to form another element of the set. High school algebra is the algebra of one specific set, the set of real numbers, and four specific operations defined on that set, addition, subtraction, multiplication, and division. High school algebra is only the tip of the algebraic iceberg.

But the sovereign cannot make the whole of his presence felt to keep his regents in their duty. Therefore he needs a controlling body; this body, whether its place is above the government or at his side, will in time tried to seize it, thus joining in one the two capacities of regent and overseer, and thereby securing for itself, unlimited authority of command. This danger leads to a multiplication of precautions; the Power and its controller are, by a division of functions, or a rapid succession of officeholders, crumbled up into small pieces, a cause of weakness and disorder in the administration of society's business. Then, inevitably, the disorder and weakness becoming at length intolerable, bring together again the crumbled pieces of sovereignty - and there is Power, armed now with the despotic authority. The wider the conception held in the time when the monopoly of it seemed a vain imagining, of the right of sovereignty, the harsher will be the despotism. If the view is that a community's laws admit of no modification whatsoever, the laws will contain the despot. Or if the view is that something of these laws, corresponding to the ordinances of God, is immutable, that part at least will remain fast. And now we begin to see that popular sovereignty may give birth to the more formidable despotism than divine sovereignty. For a tyrant, whether he be one or many, who has by hypothesis, successfully usurped one or the other sovereignty cannot avail himself of the Divine Will, which shows itself to men under the forms of Law Eternal to command whatever he pleases. Whereas the popular will has no natural stability, but is changeable. So far from being tied to a law, its voice may be heard in laws which change and succeed each other. So that a usurping Power has, in such a case, more elbow-room; it enjoys more liberty, and its liberty is the name of our arbitrary power.

En classe, lorsque nous démarrons un apprentissage, l'enfant a besoin de savoir ce qu'est le projet. […] En classe, par exemple lors de la première leçon sur la division, j'avertis les enfants : "Aujourd'hui, c'est la première fois qu'on aborde la division ; elle n'est pas facile à poser parce qu'il faut s'habituer à placer des chiffres à différents endroits. Par contre, elle utilise des opérations que vous connaissez déjà - la multiplication et la soustraction - et qui ne présente pas de difficulté particulière." Je balise le chemin avant de commencer la leçon ; j'anticipe sur ce qui peut poser problème aux élèves. (p. 66)

Following van der Hart, Nijenhuis, and Steele’s (2006) structural theory of dissociation, a model that considers the spectrum of dissociative disorders in terms of increasing division and multiplicity within an individual’s first-person experience of agency and selfhood,

Our technologies are complicit in the greatest challenges we face today: an out-of-control economic system that immiserates many and continues to widen the gap between rich and poor; the collapse of political and societal consensus across the globe resulting in increasing nationalisms, social divisions, ethnic conflicts and shadow wars; and a warming climate which existentially threatens us all. Across the sciences and society, in politics and education, in warfare and commerce, new technologies do not merely augment our abilities, but actively shape and direct them, for better and for worse. It is increasingly necessary to be able to think new technologies in different ways, and to be critical of them, in order to meaningfully participate in that shaping and directing. If we do not understand how complex technologies function, how systems of technologies interconnect, and how systems of systems interact, then we are powerless within them, and their potential is more easily captured by selfish elites and inhuman corporations. Precisely because these technologies interact with one another in unexpected and often-strange ways, and because we are completely entangled with them, this understanding cannot be limited to the practicalities of how things work: it must be extended to how things came to be, and how they continue to function in the world in ways that are often invisible and interwoven. What is required is not understanding, but literacy. True literacy in systems consists of much more than simple understanding, and might be understood and practiced in multiple ways. It goes beyond a system's functional use to comprehend its context and consequences. It refuses to see the application of any one system as a cure-all, insisting upon the interrelationships of systems and the inherent limitations of any single solution. It is fluent not only in the language of a system, but in its metalanguage - the language it uses to talk about itself and to interact with other systems - and is sensitive to the limitations and the potential uses and abuses of that metalanguage. It is, crucially, capable of both performing and responding to critique.

Option 3: Confirming signs related to the promise of what will be done to the nations. In incantations seeking to rid a person of the consequences of offense, the torch and oven are two in a series of objects that can serve as confirmatory signs. This same incantation series also occasionally speaks of the person who is swearing an oath in connection with their participation in the incantation as holding an implement of light and/or heat. The strength of this option is that it fits best the context of land promise. The problem is that it offers little connection to the cutting up of the animals. The parts of the animals would refer to the nations to be dispossessed. The only example of ritual participants passing between the pieces of several cut-up animals occurs in a Hittite military ritual. In response to their army’s defeat, several animals are cut in half (goat, puppy, piglet—as well as a human), and the army passes through the parts on their way to sprinkling themselves with water from the river to purify themselves; the idea is that this will ensure a better outcome next time. As with Achan’s story in Jos 7, they fear that some offense of the soldiers has caused them to be defeated. The obvious problem is that the context of the Hittite ritual has no similarity to the context in Ge 15. In summary, the torch and censer figure frequently in a variety of Mesopotamian ritual contexts, and multiple examples can be found of rituals that involve passing through the pieces of a single animal—but these two elements never occur together. There are plenty of examples of oaths with division of animals, but never passing through the pieces. There are plenty of examples with self-curse, but never by a deity. It is therefore difficult to combine all of the elements from the context of Ge 15 into a bona fide ritual assemblage. The context refers to a “covenant” (15:18), and therefore an oath (by Yahweh) could easily be involved. If there is purification, it would have to be purification of the ritual or its setting, for neither Abram nor Yahweh require purification. Since the pieces cannot represent self-curse, the only other ready option is that they represent the nations, but it is hard to imagine in that case what the force of the ritual is. ◆

Here is the logic behind multiplication: 1.  Most people in organizations are underutilized. 2.  All capability can be leveraged with the right kind of leadership. 3.  Therefore, intelligence and capability can be multiplied without requiring a bigger investment. For example, when Apple Inc. needed to achieve rapid growth with flat resources in one division, they didn’t expand their sales force. Instead, they gathered the key players across the various job functions, took a week to study the problem, and collaboratively developed a solution. They changed the sales model to utilize competency centers and better leverage their best salespeople and deep industry experts in the sales cycle. They achieved year-over-year growth in the double digits with virtually flat resources.