scholarly journals The Clampdown Effect: On The Expulsion of Super-Intelligence

2021 ◽  
Author(s):  
Deep Bhattacharjee
Keyword(s):  
Human Growth ◽  
Physical Nature ◽  
Logical Reasoning ◽  
The Core ◽  
Improvement Algorithm ◽  
Cognitive Capability ◽  
Safe Limit ◽  
And Mathematics ◽  
Experimental Findings ◽  
Forbidden Gap

There exists an implicit potential limitation in every physical discoveries that has been implemented and understood. However, the limitations can be bounded within a safe limit to prevent any constructing theory to be free from errors. As, it’s the inert nature of the humans, to go far beyond the scope of experimental findings in order to pursue any studies with the sole help of logical reasoning and mathematics, the argument can be prevailed in the form of WEAK Clampdown Effect & STRONG Clampdown Effect. More, the theories are constructed out of physical nature, more the theory gets hypothetical without any finding evidence, but that does or doesn’t actually justify the phenomenon, that too with the more increment of KARDASHEV Scale, more moderate ways of experimentation got developed curbing down the limitations within the human limit of ‘ERRORS’, that does can be neglected by approximation. Relationship being cross-judgmental on the basis of the computational limits and calculation accuracy, leading to a soft singularity, as a warning, that if computer powers cannot be checked on the basis of error approximations, then this may lead to the hitting of a hard singularity, that in phase with the forbidden gap (or after the optimum limit that arises at the core constraints of nature) to prevent the computation being carried off with respect to super-intelligence machines that are cognitive capability oriented future computers responsible for self growth & reproduction with more improvement algorithm, restricting all forms of humanity & constraints the human growth by virtue of limiting capacities of the humans as compared to computers.

scholarly journals Adaptation of the Core CDIO Standards 3.0 to STEM Higher Education

2021 ◽  
Vol 30 (2) ◽  
pp. 9-21
Author(s):  
A. I. Chuchalin
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Engineering Education ◽  
Computer Science ◽  
High Tech ◽  
The Core ◽  
Science Technology ◽  
Postgraduate Studies ◽  
Systematic Training ◽  
And Mathematics

It is proposed to adapt the new version of the internationally recognized standards for engineering education the Core CDIO Standards 3.0 to the programs of basic higher education in the field of technology, natural and applied sciences, as well as mathematics and computer science in the context of the evolution of STEM. The adaptation of the CDIO standards to STEM higher education creates incentives and contributes to the systematic training of specialists of different professions for coordinated teamwork in the development of high-tech products, as well as in the provision of comprehensive STEM services. Optional CDIO Standards are analyzed, which can be used selectively in STEM higher education. Adaptation of the CDIO-FCDI-FFCD triad to undergraduate, graduate and postgraduate studies in the field of science, technology, engineering and mathematics is considered as a mean for improving the system of three-cycle STEM higher education.

Solving Hardy-Weinberg with Geometry: An Integration of Biology and Math

2017 ◽  
Vol 79 (4) ◽  
pp. 309-312
Author(s):  
Laura A. Schoenle ◽  
Matthew Thomas
Keyword(s):  
Scientific Theory ◽  
Geometric Interpretation ◽  
Student Understanding ◽  
Weinberg Equilibrium ◽  
The Core ◽  
Distributive Property ◽  
Genotype Frequencies ◽  
Hardy Weinberg Equilibrium ◽  
Using Data ◽  
And Mathematics

Introducing Hardy-Weinberg equilibrium into the high school or college classroom can be difficult because many students struggle with the mathematical formalism of the Hardy-Weinberg equations. Despite the potential difficulties, incorporating Hardy-Weinberg into the curriculum can provide students with the opportunity to investigate a scientific theory using data and integrate across the disciplines of biology and mathematics. We present a geometric way to interpret and visualize Hardy-Weinberg equilibrium, allowing students to focus on the core ideas without algebraic baggage. We also introduce interactive applets that draw on the distributive property of mathematics to allow students to experiment in real time. With the applets, students can observe the effects of changing allele frequencies on genotype frequencies in a population at Hardy-Weinberg equilibrium. Anecdotally, we found use of the geometric interpretation led to deeper student understanding of the concepts and improved the students' ability to solve Hardy-Weinberg-related problems. Students can use the ideas and tools provided here to draw connections between the biology and mathematics, as well as between algebra and geometry.

Atomic Displacements Around Nitrogen Interstitial Impurities in Ta and Nb

1986 ◽  
Vol 82 ◽  
Author(s):  
S. Rao ◽  
E. J. Savino ◽  
C. R. Houska
Keyword(s):  
Long Range ◽  
Theoretical Calculations ◽  
Attenuation Factor ◽  
Scattering Data ◽  
Elastic Displacement ◽  
Force Model ◽  
The Core ◽  
Atomic Displacements ◽  
The Green Function ◽  
Experimental Findings

ABSTRACTThe core as well as the long range elastic displacements around N octahedral interstitial atoms in Ta and Nb are modelled using the Green Function – Kanzaki force method. The theoretical calculations are compared with experimental attenuation factor and diffuse scattering data, reported in the literature, for both N in Nb and N in Ta [1,2,3]. It is shown that a third neighbor radial Kanzaki force model is needed to explain the experimental findings, and the long range elastic displacement field is non-spherical.

scholarly journals Deducing false propositions from true ideas: Nieuwentijt on mathematical reasoning

Synthese ◽  
2018 ◽  
Vol 197 (11) ◽  
pp. 4927-4945
Author(s):  
Sylvia Pauw
Keyword(s):  
Mathematical Reasoning ◽  
Logical Reasoning ◽  
Secondary Literature ◽  
And Mathematics ◽  
True Claim

Abstract This paper argues that, for Bernard Nieuwentijt (1654–1718), mathematical reasoning on the basis of ideas is not the same as logical reasoning on the basis of propositions. Noting that the two types of reasoning differ helps make sense of a peculiar-sounding claim Nieuwentijt makes, namely that it is possible to mathematically deduce false propositions from true abstracted ideas. I propose to interpret Nieuwentijt’s abstracted ideas as incomplete mental copies of existing objects. I argue that, according to Nieuwentijt, a proposition is mathematically deducible from an abstracted idea if it can be demonstrated that that proposition makes a true claim about the object that idea forms. This allows me to explain why Nieuwentijt deems it possible to deduce false propositions from true ideas. It also implies that logic and mathematics are not as closely related for Nieuwentijt as has been suggested in the existing secondary literature.

scholarly journals NOTES ON MECHANICS AND MATHEMATICS IN TORRICELLI AS PHYSICS MATHEMATICS RELATIONSHIPS IN THE HISTORY OF SCIENCE

2014 ◽  
Vol 61 (1) ◽  
pp. 88-97
Author(s):  
Raffaele Pisano ◽  
Paolo Bussotti
Keyword(s):  
History Of Science ◽  
Middle Ages ◽  
Physical Nature ◽  
Social Utility ◽  
Machine Construction ◽  
Original Manuscript ◽  
Simple Machines ◽  
History Of ◽  
And Mathematics ◽  
Theoretical Science

In ancient Greece, the term “mechanics” was used when referring to machines and devices in general and intended to mean the study of simple machines (winch, lever, pulley, wedge, screw and inclined plane) with reference to motive powers and displacements of bodies. Historically, works considering these arguments were referred to as Mechanics (from Aristotle, Heron, Pappus to Galileo). None of the treatises entitled Mechanics avoided theoretical considerations on its object, particularly on the lever law. Moreover, there were treatises which exhausted their role in proving this law; important among them are the book on the balance by Euclid and On the Equilibrium of Planes by Archimedes. The Greek conception of mechanics is revived in the Renaissance, with a synthesis of Archimedean and Aristotelian routes. This is best represented by Mechanicorum liber by Guidobaldo dal Monte who reconsiders Mechanics by Pappus Alexandrinus, maintaining that the original purpose was to reduce simple machines to the lever. During the Renaissance, mechanics was a theoretical science and it was mathematical, although its object had a physical nature and had social utility. Texts in the Latin and Arabic Middle Ages diverted from the Greek and Renaissance texts mainly because they divide mechanics into two parts. In particular, al-Farabi (ca. 870-950) differentiates between mechanics in the science of weights and that in the science of devices. The science of weights refers to the movement and equilibrium of weights suspended from a balance and aims to formulate principles. The science of devices refers to applications of mathematics to practical use and to machine construction. In the Latin world, a process similar to that registered in the Arabic world occurred. Even here a science of movement of weights was constituted, namely Scientia de ponderibus. Besides this there was a branch of learning called mechanics, sometimes considered an activity of craftsmen, other times of engineers (Scientia de ingeniis). In the Latin Middle Ages various treatises on the Scientia de ponderibus circulated. Some were Latin translations from Greek or Arabic, a few were written directly in Latin. Among them, the most important are the treatises attributed to Jordanus De Nemore, Elementa Jordani super demonstratione ponderum (version E), Liber Jordani de ponderibus (cum commento) (version P), Liber Jordani de Nemore de ratione ponderis (version R). They were the object of comments up to the 16th century. The distribution of the original manuscript is not well known; what is certain is that Liber Jordani de Nemore de ratione ponderis (version R), finished in Tartaglia’s (1499-1557) hands, was published posthumously in 1565 by Curtio Troiano as Iordani Opvsculum de Ponderositate. In order to show a mechanical tradition dating back to Archimedes’ science, at least till the 40s of the 17th century, we present Archimede's influence on Torricelli’s mechanics upon the centre of gravity (Opera geometrica). Key words: Mechanics, Scientia de Ponderibus, Archimedes, Torricelli, Relationship physics and mathematics in the history of science.

Thought Experiments and Religion

2017 ◽  
Author(s):  
Yiftach Fehige
Keyword(s):  
Philosophy Of Science ◽  
History Of Science ◽  
Thought Experiments ◽  
Science And Religion ◽  
The Core ◽  
Literature And Religion ◽  
The World ◽  
History Of ◽  
And Mathematics ◽  
The Relationship

Thought experiments are basically imagined scenarios with a significant experimental character. Some of them justify claims about the world outside of the imagination. Originally they were a topic of scholarly interest exclusively in philosophy of science. Indeed, a closer look at the history of science strongly suggests that sometimes thought experiments have more than merely entertainment, heuristic, or pedagogic value. But thought experiments matter not only in science. The scope of scholarly interest has widened over the years, and today we know that thought experiments play an important role in many areas other than science, such as philosophy, history, and mathematics. Thought experiments are also linked to religion in a number of ways. Highlighted in this article are those links that pertain to the core of religions (first link), the relationship between science and religion in historical and systematic respects (second link), the way theology is conducted (third link), and the relationship between literature and religion (fourth link).

Nurturing a Geospatially Empowered Next Generation

2018 ◽  
pp. 50-72
Author(s):  
Derek Starkenburg ◽  
Christine F. Waigl ◽  
Rudiger Gens
Keyword(s):  
Open Source ◽  
Global Citizenship ◽  
Data Availability ◽  
Undergraduate Level ◽  
The Core ◽  
Science Technology ◽  
The World ◽  
Core Concepts ◽  
Developmental Opportunities ◽  
And Mathematics

For new generations of citizens in all countries, a level of proficiency in geospatial concepts and skills will be required to realize the potential of professional and developmental opportunities. The teaching of geospatial skills links into traditional science, technology, engineering, and mathematics (STEM) curriculum objectives, community-wide concerns and initiatives, and global citizenship. Therefore, by the pre-university and undergraduate level, it is desirable for each student to have acquired such competencies. Free and open-source tools that are accessible and affordable in most areas of the world, along with data availability, offer an opportunity to support teaching such a curriculum. Here, core geospatial concepts are introduced, along with available data and tools. Then, using three scenarios, it is shown how the core concepts can be applied to different settings for educational purposes.

How Kant was Never a Wolffian, or Estimating Forces to Enforce Influxus Physicus

2021 ◽  
pp. 27-56
Author(s):  
Ursula Goldenbaum
Keyword(s):  
Political Debate ◽  
The Third ◽  
The Core ◽  
The Subject ◽  
And Mathematics ◽  
Core Problem ◽  
Political Battle

This chapter aims to show that Kant has never been a Wolffian but started his career precisely from the core problem of the Pietists to secure the influxus physicus and thereby liberum arbitrium. I will first present the battle of Pietist and other Lutheran theologians against Wolffianism as a theological-political battle, which explains its extension as well as its fierceness. Then I will explain how a metaphysical hypothesis such as Leibniz’s pre-established harmony could become the subject of a theological-political debate in the Protestant area of the Empire lasting for decades. Only in the third section I will situate Kant’s very first, but quite lengthy book in this context and contrast his declared intention to solve the controversy between Leibnizians and Cartesians about the estimation of forces with his actual metaphysical approach to save influxus physicus. It will be shown that Kant’s approach lacks any familiarity with modern mechanics and mathematics. Finally, I will point to the contemporary reception of Kant’s first book which confirms my evaluation.

2. Characteristica universalis , logical calculus, and mathematics

2016 ◽  
pp. 13-31
Author(s):  
Maria Rosa Antognazza
Keyword(s):  
Natural Language ◽  
Scientific Discovery ◽  
Intellectual Life ◽  
Universal System ◽  
Logical Calculus ◽  
The Core ◽  
Scientific Advancement ◽  
The Creation ◽  
And Mathematics ◽  
Characteristica Universalis

How did Leibniz propose to pursue his all-embracing programme of scientific advancement? What were the core projects that held his wide-ranging intellectual life together? ‘Characteristica universalis, logical calculus, and mathematics’ explains that Leibniz nurtured the dream of developing an alphabet of human thoughts leading to the creation of a characteristica universalis: a universal system of signs designed to eliminate the ambiguity of natural language. This project progressed into the development of a logical calculus. Over and above the provision of a means of universal and unambiguous communication, however, the characteristica universalis was conceived by Leibniz as a powerful tool of scientific discovery and judgement on the model of algebra.

Systems in Nonmathematical Disciplines

1969 ◽  
Vol 62 (3) ◽  
pp. 171-177
Author(s):  
Louise G. White ◽  
Virginia H. Baker
Keyword(s):  
High School ◽  
High School Students ◽  
Explicit Instruction ◽  
Logical Reasoning ◽  
School Students ◽  
English History ◽  
Mathematics Departments ◽  
Mathematical System ◽  
And Mathematics

HIGH school students “know,” because they have been told so often, that mathematics will help them to think logically; but they do not see how to apply this training to other subjects. Concerned about this inability to correlate mathematics with other disciplines, teachers representiog the English, history, and mathematics departments at Laurel School instituted a course in 1965 designed to emphasize the universality of the principles of logical reasoning learned in mathematics. This program is predicated on the premise that it is as important to be aware of the structure of the system (definitions, assumptions, functions, and relations) requisite to the presentation of an unambiguous argument in nonscience areas as it is to be aware of the structure of the mathematical system in which a theorem is to be proved or a computation performed; further, most students need explicit instruction in the application of this concept to areas other than mathematics.

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