Recursion and Operator Problems

Recursion Problem Examples.

I took distance equals speed multiply by time formula under inspection. I found that there was a recursion problem that one should realize to make this formula partially work . 1) states to calculate distance using speed multiply by time. Speed has to become constant while time increments. 2A) states if speed should stack as time progress, then time must remain a constant  recursion. 2B) highlights the purpose for managing your use of recursion. If you mismanage recursion, distance will be mismanaged or ,maybe, you desire both. I think incrementing both is faulty. 3) N is the number of recursions for the function. This is if there are more than one entities to keep track of. In this case, they both progress at similar speeds highlighted by orange vertical lines on my graphs. So, problems were solved correct? No!

Negative Numbers and Division ill-logics Examples.

4) A keen thinker has to realize the importance for greater and lesser than objects. Without these logical aspects , I don't consider a thing realistically based. Therefore, one must determine if negative numbers are greater or lesser than positive numbers. I figure that positive numbers are greater than zero but are negative numbers greater or lesser than 0? Choose wisely. If they are greater than 0, you should consider the want for redundancy. Without size, there are no dimensional analyses to be done, and your instructions are purposefully confusing and a waste of precious time. Many concepts that negative numbers adhere to contradict themselves so much that I'll never use them again. 

5) Division problems are straight forward.12 divide by 3 is it 4? It's 4 quantities of 3s(4 * 3) to me if you consider 3 already a part of the numerator. The symbol 3 means nothing without a proper reference. Without a reference, it's just a drawing of a symbol because even the brainless wind can form lines in the sand. If you refuse to see 3 in the denominator as a symbol, logic follows that it must be 3 quantities or values of something. That means your answer should be 5 quantities of 3s(5 * 3). The final way is to say that you've split the numerator into sections dictated by the denominator, but this would mean your denominator,3, references an act instead of an object. The other division example is similar. It's there to illustrate subtle differences that emerge out of applying instructions embedded in symbols generally and specifically with mathematics through memorization. 

 There are some other limitations when using the division operator. The division operator is closely related to averaging formulas with slight abnormality for divisions producing remainders. The point is that all averages can be manipulated. Those wages and salaries are within a certain age group. These classifications can significantly distort particulars of a society. Within an age group, I might only require a few large numbers to make the overall average increase for example. Division is like averaging because it evens out the outcome. If I told you to divide 15 by 3, by default instructional commands, you'll execute 15/3 = 5 = (3+3+3+3+3). This has its uses, but you could express it this way instead  (1+5+ 2+4+3). All divisions that I have seen ultimately assumed averages by default. That's what I meant by dividing by differing angles. One argument against Social Security is that it burdens the young to alleviate the old like a pyramid scheme with lots of barriers. Well, those old people were young once, and the current young were born into what they set as foundations beneficial or not. No one can claim their plans benefit everyone. Attacks on Social Security are akin to attacks on the legacy of overcoming oppression and severe discriminations like slavery. I'm not like Milton Friedman or any mindless mouthpiece for that matter. I don't obscure mismanagement with the value produced by labor. I'm not a firm sponsor of any economic theory.

I'll say more about instructions embedded in mathematics, and a greater problem if used without critical analysis in other sections of this blog.

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