ILL-References

Ill-Reference Examples. 

I'm starting from this point to inform readers about the nature of instructions and misguiding references. Section one introduces a statement C = A + B. This statement is suppose to define C and its relationship to A + B. These are only symbols under the label call letters. They are just drawings. I could have made them anything else. In the sequence, A and B are define. Finally, C undergoes an update as A's and B's definitions incorporate into it. These concepts will apply to any form of equations. Simply because other equations follow similar fundamentals, their appending of more symbols ,as with the case C = (C-B) + (C-A), does not resolve any underlining problems that can arise in the hands of incompetents and mathematical manipulators. I cut section (2a) short to reveal a logical approach. I replace C with 3. Does adding a new symbol changes the underlining premise of the equation? C needs a reference, and I place 3 there. If this symbol ,3, in isolation made any difference to you, I want to welcome you to the art of brainwashing. I did not reference C or 3 to any real objects. 3 , if you are able to reason with it more than C, derives from processes and experiences that you've gathered from memories. Those memories are environmental, institutional, and societal implants. The idea is that you most likely derive a symbolic reference for 3 from a human.  Maybe a professor, that's where manipulation and forced-reeducation can occur if you don't understand the importance for keeping track of your references and making logical to critical analyses about them. 

Ill-Reference Examples.

You should be able to recognize those additional symbols. Maybe you thought that the answer should be 3, but it isn't by logical deduction. If you manage your references correctly, you'd have realized that all 3s reference the same 3. There is only one C as a 3, so all copies point to the same 3. As a result, C should change what it references following its order of execution. The final answer is 0. I purposely did this to place weight on the fragile construct because I don't recommend 0 = anything. Unless, you can prove that nothing exists. 

Ill-Reference Examples.

You can see that there are only 3 objects , say 3 real balls, and executing the process will force you to transfer those balls to another area. That is how this event would behave in the real world. One of these practical ways is more accurate than another. The legacy math way is pure nonsense. Transfer visualization, or physical experiments with balls, helps to reinforce the idea that I've mentioned in my "errors with negative numbers" section. I do not erase information. Therefore, I will never use negative or zero as any part of my solutions. 

Ill-Reference Examples.

Here, I make three case examples. These examples reveal the power of instructional signals to those whom perform these tasks. Remember, these are just symbols. It is your memories that solve these equations, and the real world performs each task not these things that I've drawn there. First task asks what is the result when a 1/2 is multiplied by a 1/4. The answer is 1/8. Now, pay attention to the second task. It uses the same underlining objects. By changing their unit symbols from fractions to whole numbers, their results change because 2 * 1 = 2. You must go over this point until you get it. I can do this because values and quantities are abstract and subjective notions. 1 Earth can contain 10 rocks for example. The point is, these symbols are embed with instructions to perform tasks. The final task should clarify this. I purposefully leave out their symbols like silent vowels. Only the operator is a recognizable instruction. I want you to solve the final task. If your arrangements are incorrect, I'll fail you and label you low IQ with a failing grade( I don't recognize IQ). Yes, it's severely serious. I can limit the amount of instructions, introduce contradictions, ill-references, and illogical arguments all in the name of removing potential insubordinates. I can justify the hierarchical structure through removal of the disobedient through self-deception because you must realize that these people believe their own farce. I think that it's more sinister by following an old question of being questioned on topics one has limited physical experience in. I think that it's worse than Nazi level of supremacy and control. By time they're done with you in schools, offices, politics, supremacy religions, legacy sciences, etc.,  you are ready to follow corporate's, military's, religious' , or others' orders without critical questioning. You'd never expect it to be in sciences and mathematics, but that's where some of the most vile manipulation occur. 

In many cases, their abuse of these principles can result in brainwashing, misinformation, and disinformation, which devalue educational benefits outside of the scope where these manipulative tactics are induce. They are systematically harmful and perilous to the majority that are subjected to them and more so to those it labels as failures to perform their instructions. These can rise above the levels of Supremacy and Nazi tactics. I'll cover more concepts like editorial power, value, quality, and quantity. Here is a prime example from myself Compatibility: 2D Area .

General Contents