Resolving Anomalies (old)

Please see Resolving Anomalies.

The Introduction to Subject Clearing states:

An anomaly is any violation of the principle of oneness, such as, discontinuity (missing data), inconsistency (contradictory data), or disharmony (arbitrary data).

And according to Clearing a Subject the goal of Subject Clearing is the resolution of anomalies present in a subject.

It is obvious that when something does not make sense then there is an anomaly. 

If that anomaly is a discontinuity (missing data) then you study everything you can find on that topic until you find the missing data. If that doesn’t work then you design some experiments to obtain that data.

If that anomaly is an inconsistency (contradictory data), then isolate the contradiction, and see if there can be a gradient between the two contradictory data. Determine the datum that would resolve the conflict.

If that anomaly is a disharmony (arbitrary data), then one would immediately know the datum that must be rejected. Then one would have to find a reasonable datum to replace that arbitrary datum.

The resolution of anomaly should reestablish the continuity, consistency and harmony of Oneness.

Oneness does not imply sameness. Oneness means that all that is known is continuous, consistent and harmonious. This principle of oneness underlies the very concept of the universe. It also underlies the Scientific method. This principle gives us the ideal scene for logic, because its violation gives us anomalies. 

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Other Definitions

In his Data Series, Hubbard defines anomalies in the form of outpoints as follows:

  1. Omit a fact.
  2. Change sequence of events.
  3. Drop out time.
  4. Add a falsehood.
  5. Alter importance. 

In other words, for Hubbard reality has the following properties.

  1. All relevant facts are known.
  2. Events are in actual sequence.
  3. Time is properly noted.
  4. The data is true or valid.
  5. Relative importances amongst the data are recognized.

Hubbard doesn’t go as far as to acknowledge the PRINCIPLE OF ONENESS, but his Data Series is a brilliant piece of work. All outpoints are anomalies. They must be followed up and resolved.

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Looking for Anomalies

The most important area for looking for anomalies are the definitions of the key words in a subject. As one studies, one must note down the data that defines a key word. As you add new data to that definition, you note any anomaly and resolve it. Your task is to express the definition in the clearest form possible.

The next important area for looking for anomalies is when you arrange the key words in a logical sequence. This sequence may reveal anomalies, which, otherwise, may get overlooked. Resolution of anomaly at this level may require finding missing concepts, or discarding arbitrary concepts.

You trace back the concepts of a subject to the postulate on which that subject is based. As stated in the Introduction to Subject Clearing,

A postulate is a self-created truth that gives form to the unknowable, and attempts to make it knowable. Based on postulates further reasoning follows. To be valid postulates and reasoning must adhere to the principle of oneness.

Every subject starts with a postulate. That is normal. But when there is a postulate in the middle of a subject, it is more likely an assumption that is hiding some gap in knowledge.

There are likely to be many contributors to a subject. For example, many different cultures have contributed to the broad subject of religion. We find different key words expressing the same or overlapping concepts. We may also find many gaps in knowledge among otherwise deep and astute observations.

It is the resolution of anomalies that leads to deeper knowledge.

The anomalies that you come across are either in the materials you study, or in your own thinking.

The resolution of anomalies develops a clarity of mind and the ability to think fast on your feet.

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January 22, 2023 – 11:03 AM Categories: Subject Clearing | Post a comment

Selecting the Subject to Clear (old)

Please refer to The Subjects.

Subject clearing starts with selecting a subject to clear. In school we study many subjects. Some of them are really important for our career path. Similarly, there are life skills important for our success. This gives us a list of subjects to clear.

One should clear these subjects in the order that they are taking up one’s attention.

You probably know the subject you would like to study. But you may find that your attention is stuck back in subjects that you had trouble with in the past. It is advisable to recover all that attention first before you devoting your time to studying the subject of your interest. You want to clear up those subjects only to the point that your attention is no longer stuck on them. 

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Make a Complete List

Your first step is to make a list of all the subjects that you struggled with. Broadly, the basic subjects are language, grammar and mathematics, but these may be broken down into specific subjects that you remember.

Keep listing the subject until you feel that the list is complete. You will feel much better at this point because you know that all your earlier confusion is confined to this list of subjects.

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Arrange the List in Order

Arrange this list in the order you would like to clear up these subjects.

To do this, look up the derivation of the subject titles one by one in the order listed. Make sure you settle with the root meaning of each subject title. For example, the root meaning of the title ARITHMETIC is “skill with numbers.” You do this until you understand the basic purpose of having each subject.

Now rearrange this list in the order these subjects are important to you.

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Clear up the Basic Postulate

Take up each subject one by one in the order listed, and determine the most basic idea that subject is based on. For example, the subject of arithmetic is based on the idea of counting and measuring. You do this until you understand the basic postulate underlying each subject.

Now rearrange this list in the order you attention goes to these subjects.

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Clear up the Basic Key Words

Take up each subject one by one in the order listed, and do the following.

  1. Make a list of key words for the subject that you remember. Do this until the list is complete.
  2. Arrange the key words in a logical order that makes sense to you.
  3. Clear up the meaning of each word starting from its derivation.

Repeat these steps for a subject until your attention is fully handled on that subject before you move on to the next subject.

Complete the whole list of subjects this way.

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Handle Stuck Attention

Start all over once again with the list of subjects you struggled with. Strike out the subjects you no longer have attention on. Add new subjects that you now have attention on. You may now broaden you list of subjects to subjects other than school subjects.

Repeat the procedure above.

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Summary

By following the procedure above, you may, ultimately, end up with subject(s) that you are really interested in learning in detail. Here you may even get into researching these subjects. We shall get into that aspect later. 

You may find that as the mind starts to clear up its persisting confusions and questions, the mental and physical health also starts to improve—sometimes miraculously.

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January 21, 2023 – 6:42 AM Categories: Subject Clearing | Post a comment

An Example of Subject Clearing

Reference: The Book of Subject Clearing

Suppose we have selected the subject of mathematics to subject clear. We shall first clear the subject title MATHEMATICS. We find that the word MATHEMATICS comes from a Greek word, máthēma, which has the concept of “learning” or “knowing”. “Knowing” is very different from memorizing. You get the sense of “knowing” when you learn to ride a bike. See What is Mathematics?

Then we take up the key words of mathematics, starting with those related to the broadest concepts. Mathematics consist of arithmetic, algebra, geometry, etc. Therefore, the next word we take up is ARITHMETIC. We look up its derivation. It literally means “number skill.” In Arithmetic we learn about numbers and how to add, subtract, multiply and divide them. We also take up the words ALGEBRA and GEOMETRY. See Mathematics Overview.

We then dive into the subject of Arithmetic listing its key concepts/words from broad to narrow. The word NUMBER is followed by the key concepts: COUNTING, DIGIT, THE RULE OF ABACUS, PLACE VALUE, GROUPING OF DIGITS, READING & WRITING NUMBERS. See Counting and Abacus, The Concept of Numbers. And so it continues.

By arranging these concepts in a logical order, we discover where the concepts needs to be further detailed and developed.

From all this study, we start to generate a basic curricula. See The Book of Mathematics.

All this subject clearing helps us discover the following principle:

One should always develop and clear up the basics of a subject first before trying to understand the later details.

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Summary

The core idea of Subject Clearing is as follows:

The fastest and guaranteed method to discover and resolve the earliest holes in the understanding of a subject is to follow the logic of that subject.

The first logical step is an understanding of why a subject is there. This may be grasped from the title of that subject.

The next logical step is to understand the postulate on which that subject is based. Here we isolate the broadest concept, and continue with the next broadest, and so on.

Thus, we find that the purpose of ARITHMETIC is to develop skill with numbers; and the subject of MATHEMATICS is based on the postulate that all things can be counted or measured.

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January 20, 2023 – 5:51 PM Categories: Subject Clearing | Comments (6)

Physics II: Chapter 2

Reference: Beginning Physics II

Chapter 2: SOUND

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KEY WORD LIST

Sound Velocity, Rms Velocity, Wave-Front, Wave Power (Two Dimensional), Wave Power (Three Dimensional), Intensity, Plane Wave, Reflection, Refraction, Interference, Decibel Scale, Reverberation, Reverberation Time, Absorption Coefficient, Absorbing Power, Quality, Pitch, Beats, Doppler Shift, Shock Waves

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GLOSSARY

For details on the following concepts, please consult Chapter 2.

SOUND VELOCITY
The velocity of sound in air is,

RMS VELOCITY
The root-mean-square velocity of the gas molecules themselves is,

WAVE-FRONT
Waves in two and three dimensions have a wave-front. It is circular or spherical as shown below.

The wave-front isan imaginary line or surface drawn through the crest (or trough) of one of the ripples at a given instant of time. We are looking at the same phase of the disturbance at all different locations in the fluid. The circular or spherical shape of the wave-front means that the wave propagation of the disturbance is characteristic of the material through which the wave moves. The direction of propagation of the wave at any location is perpendicular to the wave front at that location.

WAVE POWER (TWO DIMENSIONAL)
For water ripples, the power transmitted through a unit length parallel to the wave-front is being diluted as the circular wave-front expands to larger circumference. Since the circumference of a ripple increases in proportion to its growing radius R, the power per unit wave-front length must decrease as 1/R.

WAVE POWER (THREE DIMENSIONAL)
Similarly, the energy and power of the wave, per unit area perpendicular to the direction of propagation of the wave fall off as 1/R2.

INTENSITY
The power per unit area perpendicular to the direction of propagation is called the intensity, I. The intensity for a three-dimensional wave is given by,

I = P/A

PLANE WAVE
A wave moving through space in which the wave-front is planar is called a plane wave, and is characterized by the fact that every point on the planar wave-front is in phase at the same time. A small window on the spherical wave front is almost planar if the dimensions are small compared to the distance from the source of the wave. The wave equation for such a wave is exactly the same as for the longitudinal waves in a long tube.

REFLECTION
When sound wave-fronts hit a barrier, such as, the side of a mountain, part of the wave reflects and part is transmitted into the barrier. The part of the wave that is reflected has diminished amplitude but the same frequency and velocity as the original wave, and hence the same wavelength.

REFRACTION
When a wave travels through a medium of varying densities (for example, layers of air at different temperatures) the velocity of different parts of the wave-front are different, and the direction of propagation of the wave changes as a consequence. This is called refraction.

INTERFERENCE
Interference is the effect of having more than one wave passing a given point, and the possibility that the two waves will reinforce or weaken each other as a consequence of the phase difference between the waves.

DECIBEL SCALE
To describe the range of sound intensities it is useful to create a logarithmic scale called the decibel scale (db), which gives a quantitative measure to “loudness”, which we label n, and define as:

n = 10 log (I/Io)

REVERBERATION
The persistence of a sound after its source has stopped, caused by multiple reflection of the sound within a closed space.

REVERBERATION TIME
The reverberation time is defined as the time it takes for the intensity of a given steady sound to drop 60 db (or six orders of magnitude in intensity) from the time the sound source is shut off. Reverberation times depend on the total acoustic energy pervading the room, the surface areas of the absorbing materials and their absorption coefficients. A formula that gives good estimates of the reverberation time is given by:

tr = 0.16V / A

where tr is the reverberation time (s), V is the volume of the room (m3) and A is called the absorbing power of the room.

ABSORPTION COEFFICIENT
The absorption coefficient of a surface is defined as the fraction of sound energy that is absorbed at each reflection. Thus, an open window has an absorption coefficient of 1 since all the energy passes out of it and none reflects back in. Heavy curtains have a coefficient of about 0.5, and acoustic ceiling tiles have a coefficient of about 0.6.

ABSORBING POWER
The absorbing power A is just the sum of the products of the areas of all the absorbing surfaces (m2) and their respective absorption coefficients.

QUALITY
When a note on a musical instrument is played, the fundamental is typically accompanied by various overtones (harmonics, i.e., integer multiples of the fundamental) with differing intensity relative to that of the fundamental. The sound of harmonics is pleasing to the ear, and while the note is identified by the listener with the fundamental frequency, the same note from different instruments will sound differently as a consequence of the different harmonic content. These different sound recognitions by the human ear are called the quality of the note.

PITCH
The pitch of a note is the human perception of the note as “high” or “low” and is closely related to the frequency but is not identical to it. The pitch involves human subjective sense of the sound. While a higher frequency will be perceived as a higher pitch, the same frequency will be perceived as having slightly different pitches when the intensity is changed. When the human ear hears a fundamental and harmonics it perceives the pitch as that of the fundamental.

BEATS
If we have two frequencies that differ only by a few Hz we can indeed detect “interference” effects that oscillate in time slowly enough to be easily detectable. This variable amplitude corresponds to a maximal loudness in the sound, called a beat. The number of beats per second is just the difference of the two frequencies.

DOPPLER SHIFT
The Doppler shift is a change in pitch caused by motion of the source of a sound wave through the air (as in the example of the siren of an ambulance) or by the motion of the listener through the air. If the source is moving toward the listener, the sound waves are bunched up, and the listener would detect shorter wavelengths or higher frequencies. If the source is moving away from the listener, the sound waves are more separated, and the listener would detect longer wavelengths or lower frequencies.

For more general case, when the velocity of the listener is included,

SHOCK WAVES
When supersonic (faster than the speed of sound) motion occurs a compressional wave, due to the object cutting through the air, is emitted by the traveling body and forms what is called a shock wave. The shock wave moves at a specific angle relative to the direction of motion of the object through the air, and can sometimes be of sufficient intensity to cause a loud booming sound.

R/x is the ratio of the opposite side to the hypotenuse of a right triangle with angle  as shown. Then:

The direction of propagation of the shock wave is perpendicular to the wave-front and makes an angle (90° – ) to the direction of motion of the object. Shock waves accompany speeding bullets, and an example in a medium other than air is the bow wave of a speed boat in water.

January 20, 2023 – 5:41 AM Categories: Physics | Post a comment

CHRISTIANITY: The End and the Beginning

Reference: Christianity

[NOTE: In color are Vinaire’s comments.]

The resurrection reversed the cosmic position in which the cross had placed Jesus’ goodness. Instead of being fragile, the compassion the disciples had encountered in him was victorious over even death itself.

The way that Jesus’ earthly ministry ended is known to everyone. After mingling with his people and teaching them for a number of months, he was crucified. 

Jesus was crucified very soon after mingling with his people and teaching them.

That might well have been the end of the story. History abounds with visionaries who proposed schemes, died, and that is the last that is heard of them. In this case, however, it was just the beginning. Within a short time his followers were preaching the gospel of their Risen Lord. 

But Jesus was resurrected. Within a short time his followers were preaching the gospel of their Risen Lord. 

We are given too few details to know exactly what happened after the crucifixion; virtually all that is certain is that his followers were convinced that death had not held him. They reported that beginning on Easter Sunday he “appeared to them” as the same person they had known during his ministry but in a new way. It is not possible to determine exactly what that new way was; certain accounts suggest corporeality—eating, and Thomas’s touching the wound in his side—while others are more visionary, reporting him as passing through closed doors. Fidelity to the reports, all of which were entered by disciples who were convinced of Jesus’ resurrection, make clear that he did not simply resume his former physical body; resurrection was not resuscitation. Instead, it was entry into another mode of being, a mode that was sometimes visible but usually was not. What is clear is that Jesus’ followers began to experience him in a new way, namely as having the qualities of God. He could now be known anywhere, not just in physical proximity.

The disciples were convinced of Jesus’ resurrection. For them, it was entry into another mode of being, a mode that was sometimes visible but usually was not. Jesus’ followers began to experience him as having the qualities of God.

Faith in Jesus’ resurrection produced the Church and its Christology. To grasp the power of the belief, we must see that it did not merely concern the fate of a worthy man. Its claim extended ultimately to the status of goodness in the universe, contending that it was all-powerful. If Golgotha’s cross had been the end, the goodness Jesus embodied would have been beautiful, but how significant? A fragile blossom afloat on a torrential stream, soon to be dashed—how relevant is goodness if it has no purchase on reality, no power at its disposal? The resurrection reversed the cosmic position in which the cross had placed Jesus’ goodness. Instead of being fragile, the compassion the disciples had encountered in him was powerful; victorious over everything, even the seeming end of everything, death itself. “Grave, where is your victory? Death, where is your sting?” 

The resurrection reversed the cosmic position in which the cross had placed Jesus’ goodness. Instead of being fragile, the compassion the disciples had encountered in him was victorious over even death itself.

The way this message moved into, and eventually took over, the Mediterranean world is our next concern.

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January 19, 2023 – 5:45 AM Categories: Religion | Post a comment