Various nature elements that abide by geometric laws and construction patterns.
Reblogged for the Visualizing Math followers that are fans of Sacred Geometry.
Adam Sayner 17
Guitars, Origami, Golf, Computers
Steve Vai, Joe Satriani, Paul Gilbert, Eric Johnson, Yngwie Malmsteen, Led Zeppelin, X Japan
Favourite TV Shows
Family Guy, Top Gear, Robot Chicken
Lighting up the Night
Humans are not nocturnal creatures. Our eyes have adapted to living in the light, and over the last few hundred years, we have slowly brightened the night so we can inhabit it more freely. Half the world is haloed in networks of light that shine so brightly they can be seen in space, but while they may look beautiful from above, there are consequences. Badly-designed lighting often shines light in all directions instead of just where it’s wanted, and this extra light washes out the darkness and pollutes the sky with brightness, altering natural light levels. Because light is such a powerful biological force, this messes with the rhythms animals including ourselves have adapted to—for example, birds migrating at night become disoriented by unnatural light, and are especially apt to collide with brilliantly-lit buildings. The vacant orange haze that light pollution casts across the sky also empties it of stars. This is why most observatories are located in isolated places, which is sad because the average person can no longer lift their eyes to see the universe above—the infinite canvas of stars and planets and galaxies is unknown to them. Remedying this pollution is relatively simple: altering the design of light installations can immediately block wasted light, helping to save energy and reduce carbon dioxide emissions. Flagstaff, Arizona, made one of the earliest efforts to minimise light pollution to protect the nearby Lowell Observatory, and it became the first International Dark Sky City in 2001. Many other places have made the same efforts and have become Dark Sky Preserves—sanctuaries free from artificial light, where the darkness is kept so pristine that the universe soars above.
(Image Credit: Jim Richardson)
YOU KIDS THESE DAYS AND YER FANCY “SPRINTING” AND “MOTION CONTROLS”
WHEN I WAS YOUR AGE WE COULDN’T MAKE LINK RUN FASTER
NO, WE HAD TO ROLL ACROSS HYRULE FIELD TO MAKE IT TO KAKARIKO BY NIGHTFALL
BAREFOOT, IN THE SNOW, TAPPING THE A BUTTON REPEATEDLY FOR 10 MILES
AND WE WERE GRATEFUL
MATH MYTHS: (from Mind over Math)
1. MEN ARE BETTER IN MATH THAN WOMEN.
Research has failed to show any difference between men and women in mathematical ability. Men are reluctant to admit they have problems so they express difficulty with math by saying, “I could do it if I tried.” Women are often too ready to admit inadequacy and say, “I just can’t do math.”
2. MATH REQUIRES LOGIC, NOT INTUITION.
Few people are aware that intuition is the cornerstone of doing math and solving problems. Mathematicians always think intuitively first. Everyone has mathematical intuition; they just have not learned to use or trust it. It is amazing how often the first idea you come up with turns out to be correct.
3. MATH IS NOT CREATIVE.
Creativity is as central to mathematics as it is to art, literature, and music. The act of creation involves diametrical opposites—working intensely and relaxing, the frustration of failure and elation of discovery, satisfaction of seeing all the pieces fit together. It requires imagination, intellect, intuition, and aesthetic about the rightness of things.
4. YOU MUST ALWAYS KNOW HOW YOU GOT THE ANSWER.
Getting the answer to a problem and knowing how the answer was derived are independent processes. If you are consistently right, then you know how to do the problem. There is no need to explain it.
5. THERE IS A BEST WAY TO DO MATH PROBLEMS.
A math problem may be solved by a variety of methods which express individuality and originality-but there is no best way. New and interesting techniques for doing all levels of mathematics, from arithmetic to calculus, have been discovered by students. The way math is done is very individual and personal and the best method is the one which you feel most comfortable.
6. IT’S ALWAYS IMPORTANT TO GET THE ANSWER EXACTLY RIGHT.
The ability to obtain approximate answer is often more important than getting exact answers. Feeling about the importance of the answer often are a reversion to early school years when arithmetic was taught as a feeling that you were “good” when you got the right answer and “bad” when you did not.
7. IT’S BAD TO COUNT ON YOUR FINGERS.
There is nothing wrong with counting on fingers as an aid to doing arithmetic. Counting on fingers actually indicates an understanding of arithmetic-more understanding than if everything were memorized.
8. MATHEMATICIANS DO PROBLEMS QUICKLY, IN THEIR HEADS.
Solving new problems or learning new material is always difficult and time consuming. The only problems mathematicians do quickly are those they have solved before. Speed is not a measure of ability. It is the result of experience and practice.
9. MATH REQUIRES A GOOD MEMORY.
Knowing math means that concepts make sense to you and rules and formulas seem natural. This kind of knowledge cannot be gained through rote memorization.
10. MATH IS DONE BY WORKING INTENSELY UNTIL THE PROBLEM IS SOLVED. Solving problems requires both resting and working intensely. Going away from a problem and later returning to it allows your mind time to assimilate ideas and develop new ones. Often, upon coming back to a problem a new insight is experienced which unlocks the solution.
11. SOME PEOPLE HAVE A “MATH MIND” AND SOME DON’T.
Belief in myths about how math is done leads to a complete lack of self-confidence. But it is self-confidence that is one of the most important determining factors in mathematical performance. We have yet to encounter anyone who could not attain his or her goals once the emotional blocks were removed.
12. THERE IS A MAGIC KEY TO DOING MATH.
There is no formula, rule, or general guideline which will suddenly unlock the mysteries of math. If there is a key to doing math, it is in overcoming anxiety about the subject and in using the same skills you use to do everything else.
Source: “Mind Over Math,” McGraw-Hill Book Company, pp. 30-43.
Revised: Summer 1999
Student Learning Assistance Center (SLAC)
Southwest Texas State University
"Stuff Being Thrown at My Head," a photo series by Latvian photographer Kaija Straumanis
I was expecting these photos to have some sort of deep meaning
Then I scrolled down and they’re just called stuff being thrown at my head