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  • When 0 is multiplied with infinity, what is the result?
    What I would say is that you can multiply any non-zero number by infinity and get either infinity or negative infinity as long as it isn't used in any mathematical proof Because multiplying by infinity is the equivalent of dividing by 0 When you allow things like that in proofs you end up with nonsense like 1 = 0 Multiplying 0 by infinity is the equivalent of 0 0 which is undefined
  • What were Jacques Derridas most important ideas?
    See a helpful survey in SEP, Jacques Derrida His most recognizable trademark idea is deconstruction, which upends settled lines of thought by tracing their contingent genealogy and or argumentative structure to expose biases, shaky presuppositions, paradoxes, etc
  • factorial - Why does 0! = 1? - Mathematics Stack Exchange
    The theorem that $\binom {n} {k} = \frac {n!} {k! (n-k)!}$ already assumes $0!$ is defined to be $1$ Otherwise this would be restricted to $0 <k < n$ A reason that we do define $0!$ to be $1$ is so that we can cover those edge cases with the same formula, instead of having to treat them separately We treat binomial coefficients like $\binom {5} {6}$ separately already; the theorem assumes
  • Why multiply first? - Mathematics Stack Exchange
    Why do we multiply divide first, and then add subtract later? I mean, what I'm curious about is that is this a universal rule, or a man-decided rule? Also how would you decide on which to operate
  • What was Kants view on lies by omission? - Philosophy Stack Exchange
    My impression from what you said was that it does apply to lies by omission, which is why other people's responses that Kant would say omit the truth confused me I felt that your answer did address the issue, but that since there was disagreement it merited it's own question and discussion, rather than a feeble attempt to hijack the other question
  • Why is variance squared? - Mathematics Stack Exchange
    A late answer, just for completeness with a different view on the thing You might look at your data as measured in a multidimensional space, where each subject is a dimension and each item is a vector in that space from the origin towards the items' measurement over the full subject's space Additional remark: this view of things has an additional nice flavour because it uncovers the
  • ordinary differential equations - Exponential decay and time constants . . .
    The time constant τ is the amount of time that an exponentially decaying quantity takes to decay by a factor of 1 e Because 1 e is approximately 0 368, τ is the amount of time that the quantity ta
  • discrete mathematics - Dividing 100% by 3 without any left . . .
    In mathematics, as far as I know, you can't divide 100% by 3 without having 0,1 % left Imagine an apple which was cloned two times, so the other 2 are completely equal in 'quality' The totalit
  • Row vector vs. Column vector - Mathematics Stack Exchange
    It depends on many things For example, if one is writing vectors in a short space (like this one), one is tempted to use row vectors since they occupy less space than column vectors, however, estheticaly, column vectors use to give a clearer image of themselves The true is that a vector is just a tuple of elements of some set (e g $\mathbb {R}^n$) so it doesn't matter how you represent them
  • Why is the volume of a sphere $\frac {4} {3}\pi r^3$?
    I dont want to criticize the validity of the result, but frankly the use of higher mathematics as a means to prove lower mathematics seems irrational and circular in reasoning To respect the natural conceptual evolution of mathematics is, to me, the foremost way to proving math and explaining it to students





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