It sees and moves individual atoms!!!
Once Ciro was at a University course practical session, and a graduate was around helping out. Ciro asked if what the graduate did anything specifically related to the course, and they replied they didn't. And they added that:Even though Ciro was already completely disillusioned by then, that still made an impression on him. Something is really wrong with this shit.
One has to put the bread on the table.
Other people that think that the educational system is currently bullshit as of 2020:
- Einstein, quoted in The New York Times, March 13 1949, p. 34:[ref]
- Ron Maimon
- Xavier Niel: fortune.com/2018/11/30/billionaire-xavier-niel/ "Want This Billionaire's Attention? Drop Out of School" (2018). He also created 42.
- Year On
- by Zach Caceres
- Anand Raja submission "Students and Universities": publications.parliament.uk/pa/cm200809/cmselect/cmdius/170/170ii.pdf, www.linkedin.com/in/anandraja/.
- xsrus.com/life-school-and-the-80-20-rule. Also GPA 2.0 linked from xsrus.com/ to xsrus.com/gpa-2.0 but down now
- A Mathematician's Lament by Paul Lockhart www.maa.org/external_archive/devlin/LockhartsLament.pdf
- www.learningforreal.org/quotes/ quotes Elbert Hubbard:She's somewhat focused on the performing arts, but what she says applies basically equally well to the natural sciences. A talk: www.youtube.com/watch?v=ggYL9gQeVEk She talks about authentic learning.
- www.youtube.com/watch?v=iG9CE55wbtY Do schools kill creativity? by Sir Ken Robinson (2017)
- Erik Finman thinks school is broken
- sociable.co/technology/silicon-valley-education-students-entrepreneurs/ Bringing Silicon Valley into Schools: How to Make Students Entrepreneurs of Their Own Education (2016)
- hackeducation.com/2015/04/25/factory-model The Invented History of 'The Factory Model of Education' by Audrey Watters (2015)
- www.forbes.com/councils/forbescoachescouncil/2025/04/17/the-ai-fear-factor-why-leaders-resist-and-how-to-move-forward/ The Single Best Idea for Reforming K-12 Education by Steve Denning (2011)
The true value of snake oil is intangible as well.
David Deutsch on Education interviewed by Aidan McCullen (2019)
Source. Key quote that hits the nail:
So right... the purpose of education is not to teach facts. The purpose of education is to propose ways of thinking, which students themselves must try to apply and decide if it suits them! And use the patterns of thinking that are useful to reach their goals.
Like Noam Chomsky, he proposes education has been a system of indoctrination more than anything else e.g. twitter.com/daviddeutschoxf/status/1406374921748496386:At twitter.com/DavidDeutschOxf/status/1051475227476185089 another good quote by Churchill:
All compulsory education, "tough" or not, "love" or not, in camps or not, and whether it "traumatises" or not, is a violation of human rights.
Headmasters have powers at their disposal with which Prime Ministers have never yet been invested.
Quote selection by Charles Bukowski (2016)
Source. Generally speaking, you're free until you're about 4 years old. Then you go to grammar school and then you start becoming... oriented and shoved into areas. You lose what individualism you have, if you have enough of course, you retain some of it... Then you work the 8 hour job with almost a feeling of goodness, like you're doing something. Then you get married like marriage is a victory, and you have children like children is a victory... Marriage, birth, children. It's something they have to do because there's nothing else to do. There's no glory in it, there's no steam, there's no fire. It's very, very flat... You get caught into the stricture of what you're supposed to be and you have no other choice. You're finally molded and melded into what you're supposed to be. I didn't like this.
As per en.wikipedia.org/w/index.php?title=Semidirect_product&oldid=1040813965#Properties, unlike the Direct product, the semidirect product of two goups is neither unique, nor does it always exist, and there is no known algorithmic way way to tell if one exists or not.
This is because reaching the "output" of the semidirect produt of two groups requires extra non-obvious information that might not exist. This is because the semi-direct product is based on the product of group subsets. So you start with two small and completely independent groups, and it is not obvious how to join them up, i.e. how to define the group operation of the product group that is compatible with that of the two smaller input groups. Contrast this with the Direct product, where the composition is simple: just use the group operation of each group on either side.
So in other words, it is not a function like the Direct product. The semidiret product is therefore more like a property of three groups.
The semidirect product is more general than the direct product of groups when thinking about the group extension problem, because with the direct product of groups, both subgroups of the larger group are necessarily also normal (trivial projection group homomorphism on either side), while for the semidirect product, only one of them does.
Conversely, en.wikipedia.org/w/index.php?title=Semidirect_product&oldid=1040813965 explains that if , and besides the implied requirement that N is normal, H is also normal, then .
Smallest example: where is a dihedral group and are cyclic groups. (the rotation) is a normal subgroup of , but (the flip) is not.
Note that with the Direct product instead we get and not , i.e. as per the direct product of two cyclic groups of coprime order is another cyclic group.
TODO:
- why does one of the groups have to be normal in the definition?
- what is the smallest example of a non-simple group that is neither a direct nor a semi-direct product of any two other groups?
Continuous problems are simpler than discrete ones by
Ciro Santilli 35 Updated 2025-04-24 +Created 1970-01-01
Basically, continuity, or higher order conditions like differentiability seem to impose greater constraints on problems, which make them more solvable.
Some good examples of that:
- complex discrete problems:
- simple continuous problems:
- characterization of Lie groups
How are the bands measured experimentally?
Why are there gaps? Why aren't bands infinite? What determines the width of gaps?
Bibliography:
- Applications of Quantum Mechanics by David Tong (2017) Chapter 2 "Band Structure"
Inward Bound by Abraham Pais (1988) page 282 shows how this can be generalized from the Maxwell-Boltzmann distribution
Lots of demos.
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