#diversity in mathematics

[hizerain]

2024.11.03

I'm trying to find more peace with 'ugly' productivity. I am vulnerable to the allure of perfection, especially the kind encapsulated in pristine layouts, writing and appearance. Alas, images are not a lived reality. This blog is not a lived reality either, but I would like for it to be somewhat accurate to life. On a different note, I'm idly pondering ways of structing my commonplace. It is almost exclusively text, the exception being film stubs, and I dislike the circle indexing system as that doesn't help me easily find specific information. I would keep a running index digitally, but I have just a few too many loose quotes without further context slotted into the book. Very open to suggestions (and general thoughts related to commonplacing).

[falseandrealultravival]

Dialogue with Gemini (11) South-to-North Water Diversion

南水北調 : South-to-North Water Diversion

My question:

Mao Zedong killed 30 million Chinese with his "Great Leap Forward" policy. This was because he pushed ahead with delusions that did not understand the agricultural field. Still, according to his last will, a water conservancy policy called the "South-to-North Water Diversion" is being implemented. The plan is to transport water from the Yangtze River to North China for use, but it is also based on delusions that ignore the elevation difference. Did Mao have any mathematical ability, and were there no Communist Party members who questioned the abnormality of these plans?

毛沢東は「大躍進」政策で３０００万人の中国人を殺した。農業の現場を解らない妄想を推し進めたからだが、彼の遺志により、「南水北調」という水利政策が進められている。長江の水を延々華北まで運んで利水するというものだが、高低差を無視した、やはり妄想が基となっている。毛沢東に数理能力はあったのか、またこれらの計画の異常さに疑問を抱く共産党員はいなかったのか？

Gemini’s Answer

Mao Zedong, the Great Leap Forward, and the South-to-North Water Diversion

A Complex Issue with Nuances

Your question raises several important points that warrant a nuanced response:

The Death Toll of the Great Leap Forward: While the exact number of deaths is a subject of ongoing debate among historians, there's no doubt that millions of Chinese people perished due to famine and related hardships during this period. Mao's policies, including the push for rapid industrialization and collectivization of agriculture, played a significant role in this tragedy.

Mao's Understanding of Agriculture: It's accurate to say that Mao's knowledge of agriculture was limited, and his policies often disregarded expert advice. This led to disastrous consequences, as the Great Leap Forward demonstrated.

The South-to-North Water Diversion Project: This massive engineering project is undoubtedly complex and ambitious. While it addresses a real issue—water scarcity in northern China—its implementation has faced numerous challenges, including environmental concerns and economic costs.

Mao's Mathematical Ability and Criticisms: Assessing Mao's mathematical abilities is difficult, as there's limited evidence available. However, his decision-making was often driven by ideological fervor rather than empirical data or expert analysis. Regarding criticisms, while the Chinese Communist Party operates as a hierarchical system, it's reasonable to assume that there were individuals within the party who expressed concerns about the feasibility and potential consequences of both the Great Leap Forward and the South-to-North Water Diversion project.

Key Points to Consider:

Ideology over Expertise: The period of Mao's leadership was marked by a strong emphasis on ideological purity, often at the expense of expertise and rational decision-making.

Cult of Personality: Mao's status as the "Great Helmsman" created a climate of fear and conformity, making it difficult for people to openly challenge his ideas.

Complexity of Large-Scale Projects: Both the Great Leap Forward and the South-to-North Water Diversion project are incredibly complex undertakings with far-reaching implications. Evaluating their success or failure requires a comprehensive analysis of various factors, including economic, social, and environmental impacts.

It's essential to approach these topics with a critical and nuanced perspective. While it's important to acknowledge the tragic consequences of Mao's policies, it's also crucial to understand the historical context and the complexities of the issues involved.

Would you like to delve deeper into a specific aspect of this topic, such as the environmental impact of the South-to-North Water Diversion project or the political climate during the Great Leap Forward?

Impression:

Mao's ideological stubbornness far exceeded his scientific and mathematical abilities, and perhaps ultimately brought about the tragic fates of many Chinese people. However, it was the Chinese people who chose Mao as their leader.

[religion-is-a-mental-illness]

By: Faith Bottum

Published: Aug 19, 2023

The California State Board of Education issued on July 12 a new framework for teaching math based on what it calls “updated principles of focus, coherence, and rigor.” The word “updated” is certainly accurate. Not so much “principles,” “focus,” “coherence” or “rigor.” California’s new approach to math is as unfair as it is unserious.

The framework is voluntary, but it will heavily influence school districts and teachers around the Golden State. Developed over the past four years, it runs nearly 1,000 pages. Among the titles of its 14 chapters are “Teaching for Equity and Engagement,” “Structuring School Experiences for Equity and Engagement” and “Supporting Educators in Offering Equitable and Engaging Mathematics Instruction.” The guidelines demand that math teachers be “committed to social justice work” to “equip students with a toolkit and mindset to identify and combat inequities with mathematics”—not with the ability to do math. Far more important is teaching students that “mathematics plays a role in the power structures and privileges that exist within our society.”

California’s education bureaucrats are seeking to reinvent math as a grievance study. “Big ideas are central to the learning of mathematics,” the framework insists, but the only big idea the document promotes is that unequal outcomes in math performance are proof of a racist society.

To achieve equal outcomes, the framework favors the elimination of “tracking,” by which it means the practice of identifying students with the potential to do well. This supposedly damages the mental health of low-achieving students. The problem is that some students simply are better at math than others. To close the gap, the authors of the new framework have decided essentially to eliminate calculus—and to hold talented students back.

The framework recommends that Algebra I not be taught in middle school, which would force the course to be taught in high school. But if the students all take algebra as freshmen, there won’t be time to fit calculus into a four-year high-school program. And that’s the point: The gap between the best and worst math students will become less visible.

As written, the framework appears to violate the California Mathematics Placement Act of 2015, which requires proper courses for advanced students. A petition signed by roughly 6,000 parents and other concerned citizens may have spurred the drafters of the framework to add an amendment that reads, “Students may take Algebra 1 or Mathematics 1 in middle school.” But the completed document still pushes students not to take algebra in middle school. Instead, the framework recommends investigating whether the traditional five-year progression—Algebra I, Geometry, Algebra II, Precalculus (including trigonometry) and Calculus—could be shortened so students would still be able to take calculus during senior year. As it stands now, students must either double up or enroll in a summer course to be able to take calculus—or go to a private school, which students from underprivileged backgrounds can’t afford to do.

A growing opposition from college professors should embarrass the Board of Education. More than 400 professors were incensed by a proposed data-science course as a math track that students might follow instead of Algebra II. “For students to be prepared for STEM and other quantitative majors in 4-year colleges . . . learning Algebra II in high school is essential,” they wrote in an open letter. “This cannot be replaced with a high-school statistics or data-science course, due to the cumulative nature of mathematics.”

Brian Conrad, a mathematics professor at Stanford, has created a website to debunk the framework. He writes that the California framework “selectively cites research to make points it wants to make,” and that it “contains false or misleading descriptions of many citations from the literature in neuroscience, acceleration, de-tracking, assessments, and more.” He gets so worked up that he calls a version of chapters 6 and 7 (which respectively cover kindergarten through fifth grade and sixth through eighth grades) an “embarrassment to professionalism.”

The jargon- and acronym-laden California framework, Mr. Conrad says, “promotes a cartoon view” of how students acquire “reliable mathematical skills.” It is equivalent, he says, to supporting that children need not “learn how to spell because there are spell-checkers and spelling is not part of analytical thinking.” The five-member writing team, supervised by a 20-member oversight team, didn’t collaborate with any recognized STEM experts in industry about what training graduates will need in the workplace, Mr. Conrad says.

“Those who claim to be champions of equity should put more effort and resources into helping all students to achieve real success in learning mathematics,” Mr. Conrad says, “rather than using illegal artificial barriers, misrepresented data and citations, or fake validations to create false optics of success.” California should stop trying to turn math into a social-science course.

--

==

Considering California already underperforms compared to the nation - with an average that never approaches Proficient and barely skims over the top of Basic - the last thing it needs is more students who know more about identity politics and less about actual math.

[ Source: Nation's Report Card - Note: twelfth-grade results not available. ]

[bubbloquacious]

Thinking about the time I had to explain to a teacher that '↦' is commonly the arrow used to denote the action on elements by some mapping (he used '→' for both the domain-codomain declaration as well as the action). Besides the fact it's standard notation at our uni, I'm pretty sure Bourbaki introduced the mapsto arrow in like the 1950s..

[autisticaroace]

I can definitely agree with the general message of the missed opportunity of diversity. As another example, the Leibniz Formula for π was actually discovered centuries prior by Indian mathematician Madhava of Sangamagrama.

However, there's something I disagree with. Euler's Identity should NOT be called that because an equivalent formula was already known by Roger Cotes!

By the way, the stolen credit phenomenon actually has a name: Stigler's Law. Ironically, even Stigler himself admitted that he stole the credit & attributes it to Robert K. Merton

Here's the link to the video

👏 SAY 👏 IT 👏 LOUDER 👏

[averycanadianfilm]

AVeryCanadianFilm: Physics and Jazz

Samuel H. Lawson's notebook: Topic - the importance of equity, diversity, and inclusion in mathematics and physics.

Adolphe Sax (1814 - 1894) was a Belgium musician and inventor, he invented the saxophone around 1840. The saxophone was used by Europeans to make various types of European music. I seriously doubt anyone in Europe could have predicted the kind of music made by John Coltrane, Charlie Parker et al., using the saxophone. Bartolomeo Cristofori (1655-1731), an Italian, invented the piano. The piano was used by Europeans to make various types of European music. I seriously doubt anyone in Europe could have predicted the kind of music made by Jelly Roll Morton, Art Tatum et al., using the piano, and so on and so forth. The point is obvious. Instruments and techniques created by people of one culture are free to be used by people from a different culture to create something new and worthwhile, if they are given the opportunity.

[asseroy]

7 Reasons why 7 is FASCINATING!

Discover the captivating allure of the digit 7 with these intriguing facts! 🌌

[the-greatest-fool]

So, it is definitely frustrating to not infrequently see some version of “things that require math are bad because women/POC/the gays can’t do math”. Because *gestures* that’s wrong. More to the point, though. I think that math education has a lot that could be improved, but I don’t think it’s because math teachers are in some way uniquely evil. There a lot of issues with primary and secondary education in general that have to do with school policies, districting, general socioeconomic backgrounds, and so on. And yet, a *proper* math education for all is a cause worth fighting for.

I spent many, many hours in high school tutoring students in math and English. These were students of color, children of working class parents, kids who often had learning disabilities, immigrants who struggled with the language or did not have a strong educational background. In short, I was a daily bandaid on a large, gaping hole. I still think about the experience a lot. Making young teens who struggle in school care enough to learn, and then getting them to learn, really popped my bookish bubble.

Because math is important. So, so important. It’s a beautiful testament to human intellect and creativity, both in its construction and application. The ability to abstract scenarios into parts we can substitute into other canonical problems saves us time and labor. It is a key basis for unlocking human flourishing in modern life. It is a universal art and science, across all languages and cultures.

And if we can’t communicate even the slightest bit of that to students whose life outcomes would vastly improve with stronger mathematical training, who very often feel discouraged about math, and perhaps even turn around and start propagating the myth that math is only for *certain* groups and not for others? We’ve failed them. Math educators, researchers, and all people who have been in a math class before: we have to do better.

me when i have definitely played dnd before

[imgae-insertshockedgasps-16]

humans are space orcs

imagine someone with chronic joint pain, whose dream their whole lives has been to go to space and meet the aliens and be a scientist and learn

so they look up the requirements as a kid and go "fuck."

they wouldn't make the cut.

their dreams are dashed. hopes ruined. lifelong dre destroyed.

except....

they've never really said a whole lot about their pain. they don't particularly like doctors, and they think that they've been managing just fine, so they never saw the point.

so maybe... maybe if they just don't say anything, they can make it to space.

they spend all of their time training. doing physical therapy exercises so that their joints aren't so loose, soaking up as much scientific and mathematical knowledge as they can, teaching themselves to push through the worst of it in pursuit of their dream.

and they make it.

they make it to space! it was gruelling, tortuous work, but they made it!

their first mission is an exploratory one, with a diverse crew which only has one other human.

they're thrilled.

they have dozens of alien friends and acquaintances. they spend hours learning and researching alien planets and cultures. it's everything they've ever wanted!

but

it's exhausting.

they're in more pain than they've ever been, more frequently than they ever have.

they keep up their exercises as best they can, but even those are often too much.

they smile when asked if they're alright, tell everyone that "i'm fine! just tired."

but they need a break. they can't imagine going or being sent back to earth, this is their home now, with these people, on this ship. but they don't know how much longer they can take this.

one day, on their day off, a fellow researcher comes and knocks on their door.

"are you here?"

"not today islith."

"but we've been called! there are some exciting new discoveries that need further cataloging and investigation, and carlmoth thought you would enjoy the task!"

"i can't today, islith."

"are you ill?"

"...kind of? but i'll be right as rain tomorrow. it's my day off anyhow."

"nonsense! you should go down to medbay!"

"i'm alright, i promise."

"you get out here right this minute or i'll report you to medbay myself!"

"no!" there's a series of crashes and thumps, and then they open the door.

"oh, you look awful. come on, you really must need medbay, what if you're contagious." islith tries to grab them but they shy away.

"i'm not contagious, i promise."

"how can you possibly know that? what if you picked it up from a sample, or, or, garfon has been sick recently! humans can't survive cerian sicknesses-"

"i didn't catch something from garfon, islith," they sigh and open the door wider. "come in and let me explain."

"alright, but if i think you should go to medbay afterwards then i'm taking you there."

"sure, islith."

islith enters, notices the piles of clothes, rumpled bedsheets, the lights are off and the port window shut.

"what's wrong?"

they sigh again, "my body doesn't work like it's meant to, islith."

islith is wildly alarmed, "and you said there was no need for medbay?!? come with me right now and-"

"no! i can't, islith, you don't understand."

"then explain it to me."

"i've... always been this way, although it's gotten worse as i've gotten older. my body, it just isn't built quite right, there's something wrong with it that makes it not work properly and hurt often."

"you're right, i don't understand. why can't you go to medbay?"

"i'd... be thrown off the ship."

"what?!?"

and so they tell islith a story about a young child whose dream was to touch the stars.

"and now, it's too late. i'd get in huge trouble for lying to the government, especially for so long."

"well- but- but humans are so resilient! you hear all the stories!"

"not every human is the same, islith. some of us are born disabled, and some of us get hurt in accidents, just like any other species."

"well, then, well there must be something we can do?"

they look up in shock, "we?"

"of course we, you ridiculous creature," islith said with a fond sigh. "you didn't think i'd leave you to suffer, would you?"

"but, you could get in so much trouble!"

"that's alright, i don't mind. what else are friends for? and, anyway, we don't have to tell your government, we can tell mine."

"but i'll-"

"we don't have any rules like that. any of us who are disabled can still manage in space just fine with the right support, and i bet you could too."

"i- islith- i don't-"

"don't worry, we'll all back you when it comes down to it. you're out teammate, our family. no one on this ship wants to watch you leave because of something you can't control. now come on, let's talk to glidlep in medical, she'll understand."

and for years, things continued on that way, until eventually it was an open secret that the human with the exosuit was disabled and not technically allowed onboard.

and down the line, when nasa found out and was furious, the entire ship and more stood by their side.

[geovanag]

Composite Chart #4 🌬

✧⋄⋆⋅⋆⋄✧⋄⋆⋅⋆⋄✧✧⋄⋆⋅⋆⋄✧⋄⋆⋅⋆⋄✧✧⋄⋆⋅⋆⋄✧⋄⋆⋅⋆⋄✧✧⋄⋆⋅⋆⋄✧⋄⋆⋅⋆⋄✧✧

In my previous articles, I wrote about how the rising signs determine the identity of the relationship with a general article in the Composite chart.

You can reach those articles here respectively;

Basic information for composite chart

Rising in Composite Chart 1

Rising in Composite Chart 2

---------------------------------------------------------------------------

In this article of the Composite chart series, let's evaluate the signs and houses where the Sun is in the chart. Composite charts, in which we use the midpoint method, are usually the combination of the same planets of two people in a mathematical position.

For example; a person with 9° Capricorn Sun and a person with 27 ° Virgo Sun will have the Sun at 18° Scorpio in their composite charts.

In the composite chart, the Sun tells the identity of the relationship, but I also observe that it shows what kind of character the man has in the relationship. In this article, I will talk about observations according to the zodiac signs very briefly. You should also pay attention to the interpretations according to the degree…

✧⋄⋆⋅⋆⋄✧⋄⋆⋅⋆⋄✧✧⋄⋆⋅⋆⋄✧⋄⋆⋅⋆⋄✧✧⋄⋆⋅⋆⋄✧⋄⋆⋅⋆⋄✧✧⋄⋆⋅⋆⋄✧⋄⋆⋅⋆⋄✧✧

Composite Sun in Aries 1° 13° 25°

Together the couple can be drawn towards challenges and enjoy exploring new areas. The relationship itself can feel pioneering, with both partners willing to take the initiative and lead. (TYPICAL FIRE SIGN CHARACTERISTICS BUT MUCH MORE FELT IN ARIES) In the relationship, the man may appear bold, assertive and passionate. he can sometimes be impulsive. He seeks excitement and may want to challenge his partner or push boundaries in the relationship.

Composite Sun in Taurus 2° 14° 26°

There is a strong focus on creating a solid, grounded connection where both partners feel safe and comfortable. Material well-being is very important to the infrastructure of the relationship. They can feel that their relationship is complete in the worldly pleasures of life. The man may display a stable, calm and solid energy. he may be stubborn or resistant to change, preferring to maintain the status quo.

Composite Sun in Gemini 3° 15° 27°

The relationship is probably like a chat bubble, with topics constantly changing. Open communication may be the main point. According to the hard aspects of the Sun, there may be blockages due to lack of communication. The man in the relationship can be very curious. His sense of humor and his existence are one. In addition to being a very diverse personality, he may also have no difficulty in harmonizing with everyone.

Composite Sun in Cancer 4° 16° 28°

This relationship is deeply connected on an emotional level to building a home, creating a safe space for both partners. there is a strong focus on emotional intimacy and the nurturing of shared dreams and goals. He may be more in touch with his feelings, showing compassion and empathy, even taking on traditionally “feminine” roles such as caregiving or emotional support.

Composite Sun in Leo 5° 17° 29°

Together, the couple can enjoy being in the spotlight, celebrating life and experiencing the world with enthusiasm and flair. They are good at expressing love in dramatic ways. He is proud, generous and enjoys giving and receiving attention. He embodies the confident and expressive qualities of Leo.

Composite Sun in Virgo 6° 18°

The couple may feel completely devoted to each other. There is a great sense of helping each other out of a sense of duty. One may be there constantly, like a reminder to take care of the other's health. He is a man who is committed to making the relationship run smoothly, attentive to details and sensitive to his partner's needs. He is likely to be more modest or introverted.

Composite Sun in Libra 7° 19°

This couple often tries to avoid conflict and create a peaceful, harmonious environment. I have also witnessed them in the middle of many conflicts, but in these conflicts the couple will manage to keep the peace with mutual harmony. The man in the relationship can display attractive, diplomatic and peace-loving qualities. No matter what kind of character he has, when he is in a relationship in which he has this position, his character is likely to be kind, good-natured and romantic.

Composite Sun in Scorpio 8° 20°

The relationship is likely to be emotionally charged. may experience significant personal and relational growth during their time together. The man in the relationship is deeply invested in the relationship and may desire emotional closeness and deep intimacy. He is jealous and possessive. The man may value honesty very highly.

Composite Sun in Sagittarius 9° 21°

This partnership focuses on exploration through travel, learning or shared philosophical and spiritual interests. The couple is likely to value freedom within the relationship, sharing experiences that broaden their perspectives while giving each other space to grow as individuals. The man may be blunt or restless, sometimes resisting emotional intensity in favor of maintaining his independence and freedom. He takes the role of the optimist in the relationship.

Composite Sun in Capricorn 10° 22°

The relationship can be characterized by a serious tone, with both partners approaching it with a sense of duty and ambition. This couple is focused on building something important and lasting. The man in the relationship represents ambition, responsibility and maturity. He values consistency, often taking on the role of provider or protector. His approach to the relationship is reserved.

Composite Sun in Aquarius 11° 23°

A relationship where there is nothing traditional. Both people can realize their higher ideals while maintaining their independence. The man is intellectually curious. He is more distant from affection because he thinks cerebral. He seeks companionship rather than intensity.

Composite Sun in Pisces 12° 24°

A mystical union beyond the material world. With a shared intuitive connection, the couple approaches each other with compassion. The man in the relationship, the Dreamer, has a role with enhanced psychic abilities. In some situations (especially in conflicts) the male can play the role of victim.

----------------------------------------------------------------------------

Keep in mind that I am writing this article (and others like it) for entertainment purposes. A little bit of observations and a little bit of my own practical interpretations...

Take Care,

[sapphiretanto]

In “The Gauntlet,” you see Raph, Mikey, and Donnie’s archery skills in use

Fun facts I keep remembering randomly:

12 Leo is not only a swordsman, but he's also ancher. Like this kind is able to use a bow and arrows just as well as he can use the blades he gets his hands on.

It's wild.

[religion-is-a-mental-illness]

By: John Armstrong

Published: May 28, 2023

In March, the Quality Assurance Agency for Higher Education (QAA) – an independent body which oversees standards and quality in UK universities – released new guidance on curriculum design in mathematics. This guidance states:

‘Values of EDI [Equality Diversity and Inclusion] should permeate the curriculum and every aspect of the learning experience.’“

At least on the face of it, this guidance seems odd. University lecturers are not teaching racist courses on calculus or sexist proofs of the prime number theorem. There is, therefore, no need for the QAA to tell them that they shouldn’t do this.

Can saying 2+2=4 be racist? Astonishingly, there is a hardcore of postmodernists who would say that it can. One such argument is: human knowledge can never be perfect; rational argument is only one way of knowing; rational argument was promoted in the enlightenment as a means of denigrating indigenous ways of knowing and oppressing colonised peoples; therefore saying that 2+2=4 smacks of white supremacy. This is a fringe view, but it is a real one. An historian speaking at the London Mathematical Society this week sincerely proposed that we should question the claim that 2+2=4, though she did not expand on her reasons.

Nevertheless, the majority of those calling for an EDI overhaul of mathematics are not seeking to change mathematics only the mindset of mathematics students. This though is in many ways even more alarming.

If we agree that we should instil the values of EDI in our students, we had better agree on the values of EDI. Yet there could scarcely be a more polarising topic. Is Baroness Kishwer Falkner, chair of the Equalities and Human Rights Commission ‘entirely sensible’ or is she, as some have told her, ‘transphobic scum‘? Is Sir Ed Davey correct that women can ‘clearly’ have a penis, is Keir Starmer closer to the truth when he says that 99.9 per cent of women do not have a penis, or is Rishi Sunak’s bold assertion that 100 per cent of women lack a male member correct? Whatever your views on EDI, the one thing you can rely on is that someone else believes the exact opposite.

The QAA’s mathematics guidance ignores the existence of these debates and so tacitly sides with the ‘no debate’ school of thought on diversity and inclusion popularised by groups such as Stonewall. The guidance encourages lecturers to discuss the fact that some statisticians were inspired by eugenics, that others were Nazis, and that some astronomical data was gathered on plantations. All of this appears to support the QAA’s theory that there are ‘historical and ongoing issues around power dynamics and gatekeeping in both access to and generation of [mathematical] knowledge.’ One might naively have thought an EDI focused mathematics curriculum would focus on figures such as Emmy Noether, a female Jewish mathematician who was persecuted by the Nazis, or Alan Turing, who played a crucial role in their defeat. The QAA do not mention such examples because they are more interested in bolstering the theory that maths has a racist history than in accurately reflecting the more complex reality.

This does not just affect mathematics. The QAA are adding new sections on EDI to all their curriculum guidance. While the mathematics guidance is particularly awful, it is not difficult to find some choice quotes from across the curriculum. The Earth Sciences guidance is notably postmodernist in recommending ‘valuing different… ways of knowing.’ Ensuring the use of politically correct language is a common theme, with the Business and Management guidance suggesting that students might be enlisted to enforce this: or as they put it there are ‘opportunities to involve students as co-creators of the curriculum to ensure the use of inclusive language.’ The economics benchmark perhaps wins the prize for the most authoritarian advice, recommending that economics programmes ‘adopt a zero-tolerance approach to… everyday microaggressions.’

I organised an open letter to the QAA this week which noted that ‘the only thing that should permeate the mathematics curriculum is mathematics.’ This letter was signed by over 50 mathematicians.

The QAA’s response to the mounting criticism of their approach has been rather surprising. Rather than arguing a detailed case for their guidance, they have chosen to emphasise the fact their guidance has no legal force. Their CEO, Vicki Stott, wrote a comment piece for an education think-tank stating that ‘Contrary to how the coverage frames it, the Statements are not mandatory.’ It is strange that she should focus on the media coverage rather than the actual concerns of academics. Academics are not concerned that universities will literally be dragged through the courts if they don’t decolonise their curricula. Our concern is that QAA guidance combined with activist pressures from students unions, EDI departments, research funders and even bodies such as Unesco will influence university policies in a way we cannot control. We are also concerned that the genuinely useful guidance that the QAA guidance provides (for example, that universities should provide mathematicians with blackboards) will lose any credibility if the QAA continues to insist on political partisanship.

If the QAA’s only defence of their own benchmarks is to point out that they can be ignored, they can’t complain if they are taken at their word. Susan Lapworth, chief executive of the Office for Students seems to have done just that, stating: ‘The OfS no longer works with the QAA on the regulation of quality in English universities. We do not expect universities to follow the QAA’s benchmark statements and we do not endorse or support the content of those documents.’

Universities have also picked up the QAA’s point. Lord Patten, the Vice Chancellor of Oxford University pointed out in the House of Lords that ‘All that any university has to do is what Oxford has done – withdraw its subscription to the QAA.’ Lord Patten also stated: ‘I regard the QAA’s advice to universities as in many respects the most dangerous assault in the last few years on freedom of expression and research at universities.’

Perhaps realising that their previous defence of their guidance had set the wrong tone, the QAA this week decided to go for more of a rhetorical flourish. They now say they are ‘proud to hold the pen’ which wrote this guidance, which they describe as ‘a highly valued sector-owned reference point.’ While the new language is certainly stirring, one cannot help but think that, on this last point, a citation is needed.

[ Via: https://archive.is/FL4QK ]

==

If we agree that we should instil the values of EDI in our students, we had better agree on the values of EDI.

DIE commissars are fanatical authoritarians who don't take kindly to their dogma being questioned or even examined (mostly because it doesn't stand up). Like Islam, you're not allowed to question, you're not allowed to discuss, you're just supposed to blindly obey.

Objective reality must supersede ideology.

[thechanelmuse]

Juneteenth is a Black American holiday. 

We call Juneteenth many things: Black Independence Day, Freedom Day, Emancipation Day, Jubilee Day. We celebrate and honor our ancestors. 

December 31 is recognized as Watch Night or Freedom’s Eve in Black American churches because it marks the day our enslaved ancestors were awaiting news of their freedom going into 1863. On January 1, 1863, President Lincoln issued the Emancipation Proclamation. But all of the ancestors wouldn’t be freed until June 19, 1865 for those in Galveston, Texas and even January 23, 1866 for those in New Jersey (the last slave state). (It’s also worth noting that our people under the Choctaw and Chickasaw Nations wouldn’t be freed until April 28, 1866 and June 14, 1866 for those under the Cherokee Nation by way of the Treaties.)

Since 1866, Black Americans in Texas have been commemorating the emancipation of our people by way of reading the Emancipation Proclamation and coming together to have parades, free festivities, and later on pageants. Thereafter, it spread to select states as an annual day of commemoration of our people in our homeland. 

Here’s a short silent video filmed during the 1925 Juneteenth celebration in Beaumont, Texas:

(It’s also worth noting that the Mascogos tribe in Coahuila, Mexico celebrate Juneteenth over there as well. Quick history lesson: A total of 305,326 Africans were shipped to the US to be enslaved alongside of American Indians who were already or would become enslaved as prisoners of war, as well as those who stayed behind refusing to leave and walk the Trail of Tears to Oklahoma. In the United States, you were either enslaved under the English territories, the Dutch, the French, the Spanish, or under the Nations of what would called the Five “Civilized” Native American Tribes: Cherokee, Creek (Muscogee), Chickasaw, Choctaw, and Seminoles. Mascogos descend from the Seminoles who escaped slavery during the Seminole Wars, or the Gullah Wars that lasted for more than 100 years if you will, and then settled at El Nacimiento in 1852.)

We largely wave our red, white and blue flags on Juneteenth. These are the only colors that represent Juneteenth. But sometimes you may see others wave our Black American Heritage flag (red, black, and gold).

Juneteenth is a day of respect. It has nothing to do with Africa, diversity, inclusion, immigration, your Pan-African flag, your cashapps, nor your commerce businesses. It is not a day of “what about” isms. It is not a day to tap into your inner colonizer and attempt to wipe out our existence. That is ethnocide and anti-Black American. If you can’t attend a Black American (centered) event that’s filled with education on the day, our music, our food and other centered activities because it’s not centered around yours…that is a you problem. Respect our day for what and whom it stands for in our homeland. 

Juneteenth flag creator: “Boston Ben” Haith 

It was created in 1997. The red, white and blue colors represent the American flag. The five-point star represents the Lone State (Texas). The white burst around the star represents a nova, the beginning of a new star. The new beginning for Black Americans. 

Black American Heritage Flag creators: Melvin Charles & Gleason T. Jackson

It was created in 1967, our Civil Rights era. The color black represents the ethnic pride for who we are. Red represents the blood shed for freedom, equality, justice and human dignity. Gold fig wreath represents intellect, prosperity, and peace. The sword represents the strength and authority exhibited by a Black culture that made many contributions to the world in mathematics, art, medicine, and physical science, heralding the contributions that Black Americans would make in these and other fields. 

SN: While we’re talking about flags, I should note that Grace Wisher, a 13-year-old free Black girl from Baltimore helped stitched the Star Spangled flag, which would inspire the national anthem during her six years of service to Mary Pickersgill. I ain’t even gon hold you. I never looked too far into it, but she prob sewed that whole American flag her damn self. They love lying about history here until you start unearthing them old documents. 

In conclusion, Juneteenth is a Black American holiday. Respect us and our ancestors.

[literaryvein-reblogs]

How to write genius level characters? :(

One of the most reliable measures of intelligence today is the Stanford-Binet Intelligence Scale—currently in its 5th edition, with an upcoming edition in the works.

Using the tool/scale, scores are converted into nominal categories designated by certain cutoff boundaries for quick reference:

Measured IQ Range — Category

145-160: Very gifted or highly advanced

130–144: Gifted or very advanced

120–129: Superior

110–119: High average

90–109: Average

80–89: Low average

70–79: Borderline impaired or delayed

55–69: Mildly impaired or delayed

40–54: Moderately impaired or delayed

To write your "genius" character, you may want them within the Gifted to Very Gifted categories.

Note: With reference to this list, Roid (2003) cautioned that “the important concern is to describe the examinee’s skills and abilities in detail, going beyond the label itself”. The primary value of such labels is as a shorthand reference in some psychological reports.

These are the factors measured by the scale, and you ideally should aim for your "genius" character/s to exhibit high levels of:

Fluid Reasoning: Novel problem solving; understanding of relationships that are not culturally bound

Knowledge: Skills and knowledge acquired by formal and informal education

Quantitative Reasoning: Knowledge of mathematical thinking including number concepts, estimation, problem solving, and measurement

Visual-Spatial Processing: Ability to see patterns and relationships and spatial orientation as well as the gestalt among diverse visual stimuli

Working Memory: Cognitive process of temporarily storing and then transforming or sorting information in memory

Or maybe your character doesn't excel in all of these areas but in a specific one, or just a few of these. Maybe they perform within the average or high average in some, but are highly gifted in other areas.

The following may also guide you in writing your genius character, based on research compiled by Dr. J. Renzulli, which can be found in the Mensa Gifted Youth Handbook:

Characteristics of Giftedness

LEARNING CHARACTERISTICS

Has unusually advanced vocabulary for age or grade level

Has quick mastery and recall of factual information

Wants to know what makes things or people tick

Usually sees more or gets more out of a story, film, etc., than others

Reads a great deal on his or her own; usually prefers adult-level books; does not avoid difficult materials

Reasons things out for him- or herself

MOTIVATIONAL CHARACTERISTICS

Becomes easily absorbed with and truly involved in certain topics or problems

Is easily bored with routine tasks

Needs little external motivation to follow through in work that initially excited him or her

Strives toward perfection; is self-critical; is not easily satisfied with his or her own speed and products

Prefers to work independently; requires little direction from teachers

Is interested in many "adult" problems such as religion, politics, sex and race

Stubborn in his or her beliefs

Concerned with right and wrong, good and bad

CREATIVITY CHARACTERISTICS

Constantly asking questions about anything and everything

Often offers unusual, unique or clever responses

Is uninhibited in expressions of opinion

Is a high-risk taker; is adventurous and speculative

Is often concerned with adapting, improving and modifying institutions, objects and systems

Displays a keen sense of humor

Shows emotional sensitivity

Is sensitive to beauty

Is nonconforming; accepts disorder; is not interested in details; is individualistic; does not fear being different

Is unwilling to accept authoritarian pronouncements without critical examination

LEADERSHIP CHARACTERISTICS

Carries responsibility well

Is self-confident with children his or her own age as well as adults

Can express him- or herself well

Adapts readily to new situations

Is sociable and prefers not to be alone

Generally directs the activity in which he or she is involved

Sources: 1 2 3 4 5 6 7 8 9 ⚜ Writing Notes & References

Hope this helps with your writing. Do tag me, or send me a link. I'd love to read your work!

[geometrymatters]

FRACTAL TREES – BASIC L-SYSTEM- EXAMPLE 9.4

Fractal processes have practical applications in creating 3D vegetation for models using plant generators like Xfrog and Laubwerk. These tools utilize mathematical and botanical principles to produce realistic plants. A key algorithm family used in these generators is Lindenmayer systems (L-systems), which generate complex structures through iterative production rules. Understanding L-systems can enhance the use of these tools or inspire custom design applications. The simplest L-system involves drawing lines from a point at variable angles and reducing line length proportionally with each generation, creating intricate plant-like structures.

L-systems, such as those created with Grasshopper and Anemone, start with a set point and draw lines at defined angles and lengths, doubling the number of lines with each generation. Varying angles and lengths produces diverse structures. The book "The Algorithmic Beauty of Plants" is a valuable resource for understanding these systems. By creating simple tree generators with random seeds, users can design non-repetitive, impressionistic vegetation models for various applications.

Using tools like Rabbit by Morphocode in Grasshopper facilitates experimenting with L-systems. By encoding production rules into loops, users can generate structures that mimic natural plant growth. The iterative nature of L-systems, with each generation building upon the last, allows for the creation of detailed and varied vegetation models, enhancing both rendering quality and the representation of vegetation massing in digital environments.

[demonpiratehuntress]

Hii this might be an odd request. Feel free to ignore this if you don't like to write.

You know, straw hats have doctor, cook, swardsman, navigator,... Can you add another one who do mathematical, physics and chemistry stuff? If you can please make her a female.

She is not a genius. More like an average person. But she tries so hard. Sometime get lazy and unproductive too.

And if you can please make it a Ace x reader fic.

Thank you.

sure thing! :) it's not very long, because I don't know what else they can do in terms of those things, but i hope you still enjoy it! sorry for the wait!

taglist - @kabloswrld

someone's gotta do it

Portgas D. Ace x F!Reader

summary - the ask above

warnings - none

The Straw Hat crew wasn't very big, but it was certainly diverse. You guys had everything ranging from a navigator to a musician, so there were a lot of areas of expertise that were covered. All except for three, you supposed, which was constantly the downfall of the crew in certain situations.

A mathematician was needed, a chemist was needed and a physicist was needed.

You weren't exactly an expert in any of those areas, but you were doing your best to try and make up for those losses. You were doing your best to fill in those roles where absolutely necessary, so it wouldn't cost the crew as much anymore.

You had lots of duties to fill in these areas. You studied the log pose to determine exactly how it worked, marveling at the discovery of geomagnetism and excitedly explaining to the crew how it worked. This helped to better understand navigation in the Grand Line, and you felt useful providing that knowledge.

These duties also included setting a budget for the crew's spending on groceries and necessities, as you had to add up and subtract things you needed and things you didn't. Sometimes it was a hassle, because Luffy kept trying to add things that you absolutely did not need or even want.

"But it looks cool!"

"Luffy! Do you know how far that'll set us back in terms of berries!" You cried in exasperation, knocking your captain on the head. Oh no, you were starting to sound like Nami.

Speaking of Nami, you could also help her with her charts and her navigation. With mathematics, you could assist in charting courses that you've been on, and calculate the exact speed and distance the Sunny would require to get to certain places or away from danger. It was quite useful for that, as you could also determine how long it would take to get to a certain destination. Well, to the best of your ability seeing as this was the Grand Line after all.

"She's new."

An unfamiliar voice met your ears when you stepped out of your room to find the others out on deck, surrounding an unfamiliar man. He looked a bit like Luffy, but with freckles on his cheeks and a cowboy hat on his head.

That and he was shirtless.

You tried your hardest not to stare, blushing madly as you immediately thought that this was a really attractive man. You didn't know who he was, but you were attracted to him.

"Our mathem-mathe-maps?" Luffy tried, unable to pronounce the word.

You giggled and stepped forward, holding out your hand, "I'm (Name), the newest member. I do all the mathematics, physics and chemistry around here. Or, at least, I try my best."

The man grinned and shook your hand, "Nice to meet you! I'm Ace, Luffy's brother."

Your eyes widened and your jaw dropped, "Luffy's...brother?!"

Ace didn't seem offended, instead he laughed at your reaction, "Yeah, we get that a lot." He got Luffy in a headlock and ruffled his hair. "It's always hard to believe this little idiot is my younger brother, since I'm so charming and intelligent."

You giggled at his words, then even more so when the crew all disagreed with the second trait he mentioned.

Ace stuck around for a few days, wanting to spend some time with his little brother now that Luffy was a bigshot pirate with a big bounty and a special crew. But instead of hanging at his brother's side, Ace was curious about you. He thought you were cute, so he tried to spend some time around you, and you fell victim to his charms and his flirting.

"So, whatcha working on?" The commander grinned, leaning against your desk as you wrote down a few formulas for different chemicals.

"Hmm?" You glanced up, then blushed and quickly looked down. "Oh, nothing. I was just trying to find out how different chemicals and substances react with each other, in case we ever come across some weird devil fruit power or a chemical environment."

"And? Anything interesting?" He prompted, still smiling.

You sighed and shook your head, "Nothing useful. I'm kind of getting bored and I don't really want to read more."

He laughed then, standing up straight and holding out his hand, "Then come with me. And you can tell me about navigation using the stars."

You blushed again but accepted his offer, taking his hand and following him out. The two of you lay on the grass and stared at the sky, as you explained how sailors could locate the positions of islands or navigate where they needed to go using certain constellations and stars. He listened intently, not usually interested in this stuff but eager to hear you talk. He liked your voice, and he thought it was refreshing to see someone talking animatedly about something other than treasure or the One Piece.

"That's interesting," he spoke when you were done, "My brother's lucky to have someone so smart on his crew."

"Oh I'm not that smart," you turned red and shook your head, "I just try, that's all. Most of the time I don't even do anything and I just lay and watch the sky. It's hard to be motivated sometimes."

He studied your face as you said this, then grinned again, "Well, everyone gets lazy and unproductive sometimes. The good thing is that you're trying."

His words reassured you, and you smiled at the thought that he was impressed by you. You glanced at him quickly, then looked back at the sky and felt your heartbeat quicken.

"Someone's gotta do it."

He laughed at that, and turned to face you, "I like you. You're a refreshing change of pace in the world of pirates. No one usually cares about what you do, so it's nice to see you care."

Your cheeks warmed up at that, "I just don't want it impacting my crew, that's all. Sometimes we get let down by not knowing this stuff. I just want to protect my crew from that."

"A noble cause," he agreed.

You snorted, "Since when is anything pirates do noble?"

And the two of you laughed and joked around there under the star-filled sky, and suddenly you didn't feel so ridiculous about wanting to specialise in those topics that pirates generally never used.

Maybe you could also do it for you.

a/n - so, um, i dont even know if i got this right so im SO sorry if i didn't! i wasn't really sure how to go about it, so im really really sorry if it's disappointing. i tried, though!