msbiljanica Posted February 13, 2012 Author Report Share Posted February 13, 2012 thanks for getting in line. i will start with your line that you asked me about. here is how i described it. first, i saved the png file and then opened it in paint. i turned on the rulers in units of pixels and putting the cursor on the end points of your solid line and divided line i took their measures in units of pixels. i then added marks at all end-points. below each line at the marks i added the count of pixels starting from 0 (zero) at the left. above each line segment, and the gap in line b, i wrote the length of the segment. so, your first line is 445 units (pixels) long and your second line is 445 units long with an 85 unit segment missing between 145 units and 230 units leaving a gap 85 units long. so, please discuss my description of your lines. i also want to ask you, how is the location of your gap of any difference from other possible gap locations or lengths?How do you measure the image in pixels, using my math (b in figure) are going to write the state as a gap number ¤145(85)215¤ , which translated means the gap number (on the current math) there are two long, which are part of the line length of 145 and 215, which are mutually separated by a gap of 85 ,practical application of gap number ,I guess you understand this? Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 13, 2012 Author Report Share Posted February 13, 2012 It remains that, if you do so, or if you add your own ones to existing formal systems, even if they are altogether perfectly self consistent, you can't expect to receive the slightest bit of interest if you don't clearly lay out what you mean by the terms and symbols that you use, whenever they aren't according to well known, established convention. People can't read your mind you see. Only at that point you can expect that somebody might make the effort to follow you and judge your work. To understand my math that you are not watching the eyes of current mathematics. such as the mathematics taught in school from simple forms to complex forms, to me there are only two form (along natural, the notion of point, the basic rule of real-along). we have no other axiom (numbers, line, plane, ...), when we combine the two (more) along the natural space there are an infinite sequence of mergers, for given conditions can be meaningful only get [s3] (first proof). observe the first evidence in endless form with a point, that point can we change the title characters (0,1,2,3,4,5,6,7,8,9) and we get the natural numbers (the numbers are the axiom) and number along [s4] [s5] - second proof ... Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 13, 2012 Author Report Share Posted February 13, 2012 Presupposition-Subtraction form a-(s.0/s.0)b=0,a-(s.0/s.0)b-(s.0/s.0)b=0 , ...,a-(s.0/s.0)b-...-(s.0/s.0)b=0, number b can replaced b=((s.0/s.0)c-(s./s.0)d) , b=((s.0/s.0)c-(s.0/s.0)d-(s./s.0)e),...,b=((s.0/s.0)...(s.0/s.0)w) , can be written differently counting the subtraction Process:P1 12-(..0)112=1212-(..1)112=1112-(..2)112=912-(..3)112=812-(..4)112=612-(..5)112=512-(..6)112=312-(..7)112=212-(..8)112=012:112=8General forma-(..0)bef=aa-(..1)bef=c...a-(..d)bef=0a:bef=d ...[s36]-inequality divideCM-[s36]-does no know________________________PDF - srdanova math [s36].pdf Quote Link to comment Share on other sites More sharing options...
Qfwfq Posted February 13, 2012 Report Share Posted February 13, 2012 To understand my math that you are not watching the eyes of current mathematics. such as the mathematics taught in school from simple forms to complex forms, to me there are only two form (along natural, the notion of point, the basic rule of real-along). we have no other axiom (numbers, line, plane, ...), when we combine the two (more) along the natural space there are an infinite sequence of mergers, for given conditions can be meaningful only get [s3] (first proof). observe the first evidence in endless form with a point, that point can we change the title characters (0,1,2,3,4,5,6,7,8,9) and we get the natural numbers (the numbers are the axiom) and number along [s4] [s5] - second proof ...OK where should I go to get the math you're talking about? I studied at elementary school, junior and senior high school and then university where I did theoretical physics. If you claim you are talking about math done in ordinary school then you must be needing to learn how to say these things in the English language, for instance "along natural" and "real-along" need to be translated better. However, you sometimes also use unusual symbols, so it doesn't seem to be only a language problem. Whenever you mean standard things you could perhaps find them in Mathworld and make every effort to give people a better chance of following you. Quote Link to comment Share on other sites More sharing options...
Turtle Posted February 13, 2012 Report Share Posted February 13, 2012 How do you measure the image in pixels, my drawing program displays the current location of the cursor in pixels and uses the x,y coordinate form. so if i put the cursor on the first point/pixel in your line b, my program displays 89,137 . now putting the cursor on the last point of the first segment of your line b, the program displays 233,137 . see that the y reamins 137; both points are on a horizontal line. to find the length of the segment from x1 to x2 i subtract 89 from 233 and add 1. (233-89)+1=145 i find the other measures in the same way. note however that i could have enlarged or shrunk the image before making a count this way, and while the proportions remain intact, the measures would change. there are an infinite number of real numbers between any 2 whole numbers, which is to say you can always add 1 more pixel/point to the line by scaling it up. this does not mean that the length of the whole segment, which you define as 1, is still not 1. (see the sections & digrams on set theory in this article: georg cantor ) ... using my math (b in figure) are going to write the state as a gap number ¤145(85)215¤ , which translated means the gap number (on the current math) there are two long, which are part of the line length of 145 and 215, which are mutually separated by a gap of 85 ,practical application of gap number ,I guess you understand this? if you mean simply that this, ¤145(85)215¤ , is notation for the segmented line, then yes i can understand that. does the symbol here in quotes, "¤", have any significance other than to bracket the notation? Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 14, 2012 Author Report Share Posted February 14, 2012 OK where should I go to get the math you're talking abouthere on the forum because it is gradually (PDF)? I studied at elementary school, junior and senior high school and then university where I did theoretical physics. If you claim you are talking about math done in ordinary school I thought that the procedure can not know if you know complex things simple shapesthen you must be needing to learn how to say these things in the English language, for instance "along natural"essentially along the (basic start) and must be distinguished by the name of the other longer (which are derived from it), and "real-along"I'll explain when we come to the term need to be translated better. However, you sometimes also use unusual symbols, so it doesn't seem to be only a language problem. Whenever you mean standard things you could perhaps find them in Mathworld and make every effort to give people a better chance of following you.for terms that do not exist in the current mathematics introduce their[s3] .. joining[s6] (.a) numbers point[s7] (s.a) number opposite points[s8] ).( possible value , ).(=(>,=<)[s10] ¤a(b)c¤ gap number ..._____________________________________________Presupposition-Two ( more) multiplying the same numbers can be for short write Process:P1 a×(s.c)a=a(s.c)2, a(s.a)bP2 a×(s.c)a×(s.c)a=a(s.a)3 , a(s.a)bP3 a×(s.c)a×(s.c)a×(s.c)a=a(s.a)4 ,a(s.a)b...General forma(s.a)b[s37]-graduationCM-[s37]-know,axiom __________________________________Presupposition-In terms a(s.a)b , b can be number 0 (1) Process:P1 a(s.a)0P2 a(s.a)1[s37a]-graduation -amendment Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 15, 2012 Author Report Share Posted February 15, 2012 Presupposition-Graduation Process:P1- 4(s.0)5=1024 P2- 4(s.1)5=769P3- 4(s.2)5=514P4- 4(s.3)5=259P5- 4(s.4)5=4General forma(s.0)b=ca(s.1)b=d...a(s.e)b=a[s37b]-graduationCM-[s37b]-know a(s.0)b=c , other do not know Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 18, 2012 Author Report Share Posted February 18, 2012 Presupposition-Two ( more) same number are abbreviated Process:P1- {4,4}=4f2P2-{4,4,4}=4f3 P3-{4,4,4,4}=4f4....General form{a,a}=af2{a,a,a}=af3...{a,...,a}?=afn[s38]-the same numbersCM-[s38]- do not know Quote Link to comment Share on other sites More sharing options...
sigurdV Posted February 18, 2012 Report Share Posted February 18, 2012 (edited) Im reminded of Freges notation for the Propositional Calculus, most readers refused to interprete it... Im not saying the Srdanova Math is a similar case, but its not impossible and he seems to try (unsuccessfully) to answer questions, so if we fail to understand why not wait him out?When (or if) he is done with whatever he is doing, he might next do something about his readability. Edited February 18, 2012 by sigurdV Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 19, 2012 Author Report Share Posted February 19, 2012 Presupposition- Part gap number of repetitive two ( more) times Process:P1-¤5(1)1(1)1(1)1¤ - ¤5((1)1)f3¤ P2-¤6(2)3(4)3(4)3(4)3(4)5¤ -¤(6(2)(3(4))f45¤... General form ¤b((c )d)fn¤¤b(c )(a(d))fng¤...[s39]-the same part gap numberCM-[s39]- do not know Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 20, 2012 Author Report Share Posted February 20, 2012 Presupposition-Graduation, contact is deleted Process:P1- 4(s.0)5=¤4((0)4)f255¤P2- 4(s.1)5=¤3((1)2)f2543¤P3- 4(s.2)5=¤2(508)2¤P4- 4(s.3)5=¤1(254)1¤P5- 4(s.4)5=0General forma(s.0)b=ca(s.1)b=d...a(s.e)b=0 [s40]-graduation subtractionCM-[s40]-dot no know Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 23, 2012 Author Report Share Posted February 23, 2012 (edited) Presupposition-Graduation, contact remanins , others will be deleted Process:P1- 4-(s.0)5=¤(0(1))f2541¤P2- 4-(s.1)5=¤1((2)1)f254¤P3- 4-(s.2)5=510P4- 4-(s.3)5=255P5- 4-(s.4)5=4General forma-(s.0)b=ea-(s.1)b=d...a-(s.f)b=c[s41]-graduation opposite subtractionCM-[s41]-dot no know Edited February 25, 2012 by msbiljanica Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 25, 2012 Author Report Share Posted February 25, 2012 Presupposition-Term written in abbreviated forma: (..0)b=aa: (..1)b=c...a: (..g)b=1 Process:625: (..0)5=625 (..d) - counter divisions625: (..1)5=125625: (..2)5=25626: (..3)5=5625: (..4)5=1--image--[s42]-root[s43]-counter divideCM-[42] - know [43]-dot no know_____________________ PDF [s43] - http://www.mediafire.com/?435vx8lu7111n5f Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 27, 2012 Author Report Share Posted February 27, 2012 Presupposition-Term written in abbreviated form , number b is replaced with other numbers,alternatinga:(..0)b=aa:(..1)b=c...a:(..g)b=1 Process:400:(..1)4=100400:(..2)5=20400:(..3)4=5400:(..4)5=1--image--[s44]-inequality rootCM-[s44] -dot no know Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted February 28, 2012 Author Report Share Posted February 28, 2012 Presupposition-Part number (the number of gaps) negates the second number(gap number)-one of then must be gaps numbers Process:--image--P1- 0=¤3(1)2(1)2¤n(.0)¤2(2)2¤=1P2- 1=¤3(1)2(1)2¤n(.1)¤2(2)2¤=1P3- ¤1(2)1¤=¤3(1)2(1)2¤n(.2)¤2(2)2¤=2-imageP4- 1=¤3(1)2(1)2¤n(.3)¤2(2)2¤=1P5- 0=¤3(1)2(1)2¤n(.4)¤2(2)2¤=1P6- 1=¤3(1)2(1)2¤n(.5)¤2(2)2¤=2P7- 0=¤3(1)2(1)2¤n(.6)¤2(2)2¤=1P8- 0=¤3(1)2(1)2¤n(.7)¤2(2)2¤=0P9- 0=¤3(1)2(1)2¤n(.8)¤2(2)2¤=0P10- 0=¤3(1)2(1)2¤n(.9)¤2(2)2¤=0General formnegates 1=a n (.c)b=negates 2ornegates 1 =a n (.c)bnegates 2[s45]-negatesCM-[s45] -dot no know Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted March 3, 2012 Author Report Share Posted March 3, 2012 Presupposition-Part number (the number of gaps) negates the second number(gap number)-one of then must be gaps numbers, other parts are added Process:--image--P1- 0=¤3(1)2(1)2¤n+(.0)¤2(2)2¤=1 ¤2(2)2(1)2¤=P2- 1 =¤3(1)2(1)2¤n+(.1)¤2(2)2¤=1 ¤3(2)1(1)2¤=P3- ¤1(2)1¤ =¤3(1)2(1)2¤n+(.2)¤2(2)2¤=2 ¤3(4)2¤=P4- 1 =¤3(1)2(1)2¤n+(.3)¤2(2)2¤=1 ¤3(1)1(2)2¤=P5- 0 =¤3(1)2(1)2¤n+(.4)¤2(2)2¤=1 ¤3(1)2(2)2¤=P6- 1 =¤3(1)2(1)2¤n+(.5)¤2(2)2¤=2 ¤3(1)2(3)2¤=P7- 0 =¤3(1)2(1)2¤n+(.6)¤2(2)2¤=1 ¤3(1)2(1)1(2)2¤=P8- 0 =¤3(1)2(1)2¤n+(.7)¤2(2)2¤=0 ¤3(1)2(1)2(2)2¤=P9- 0 =¤3(1)2(1)2¤n+(.8)¤2(2)2¤=0 ¤3(1)2(1)3(2)2¤=P10- 0 =¤3(1)2(1)2¤n+(.9)¤2(2)2¤=0 ¤3(1)2(1)4(2)2¤=General formnegates 1 =a n+(.c)b=negates 2added=ornegates 1 =a n+ (.c)bnegates 2=added=[s46]-negates addedCM-[s46] -dot no know Quote Link to comment Share on other sites More sharing options...
msbiljanica Posted March 11, 2012 Author Report Share Posted March 11, 2012 Presupposition-Part number (the number of gaps) negates the second number(gap number)-one of then must be gaps numbers, other parts who have contact where is deleted together Process:P1- 0=¤3(1)2(1)2¤n-(.0)¤2(2)2¤=1 2P2- 1 =¤3(1)2(1)2¤n-(.1)¤2(2)2¤=1 ¤1(6)2¤P3- ¤1(2)1¤ =¤3(1)2(1)2¤n-(.2)¤2(2)2¤=2 ¤2(6)1¤P4- 1 =¤3(1)2(1)2¤n-(.3)¤2(2)2¤=1 3P5- 0 =¤3(1)2(1)2¤n-(.4)¤2(2)2¤=1 ¤3(6)1¤P6- 1 =¤3(1)2(1)2¤n-(.5)¤2(2)2¤=2 ¤3(1)1(4)2¤P7- 1 =¤3(1)2(1)2¤n-(.6)¤2(2)2¤=1 ¤3(1)2(4)2¤P8- 0 =¤3(1)2(1)2¤n-(.7)¤2(2)2¤=0 ¤3(1)2(5)2¤P9- 0 =¤3(1)2(1)2¤n-(.8)¤2(2)2¤=0 ¤3(1)2(1)1(1)1(2)2¤P10- 0 =¤3(1)2(1)2¤n-(.9)¤2(2)2¤=0 ¤3(1)2(1)4(2)2¤--images--General formnegates 1 =an-(.c)b=negates 2suptractionornegates 1 =an-(.c)bnegates 2suptraction[s47]-negates subtractionCM-[s47] -dot no know________images are in pdf (Download pdf)PDF - https://docs.google.com/open?id=0B3WUvmmPIWZ4MmpzME5YNF9UbXF3eFJES1dsNkZPUQ Quote Link to comment Share on other sites More sharing options...
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