# 35 things mikebyster likes Explore more popular stuff on Tumblr →

1. Five hours and I’m almost finished. My education professor assigned us a personal/literary timeline with the wiggle room to present it in any way we like.

I’m a martial artist which explains the colors running down the middle- this is meant to replicate a belt rack. Each belt represents an event and under each color is pictures.

SQUEE!

1.  Camera Canon EOS-1Ds Mark III ISO 400 Aperture f/2.5 Exposure 1/80th Focal Length 85mm

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1. My friend Rosemary at Georgia Public Broadcasting opened up this debate for August. I find it shocking that parents expect teachers to “raise” their children. Nurture. Encourage. Excite. Teach. Help. But raise? Really?

Earlier today I listened to a talk radio show debate that made my toes curl. The topic was this: should teachers help parents raise their kids? In one corner a single mom of four sons whose answer was an adamant yes! She felt teachers need to “step up” more to help her take care of her kids since they often spend more time with them in the classroom than she does.

 — Back to School Debate: Should Teachers Help Parents Raise Their Students?
2. “I invented nothing new. I simply assembled the discoveries of other men behind whom were centuries of work…. Progress happens when all the factors that make for it are ready and then it is inevitable.”

How remix culture fuels creativity and invention

2. Just playing with `z² / z² + 2z + 2`

on WolframAlpha. That’s Wikipedia’s example of a function with two poles (= two singularities = two infinities). Notice how “boring” line-only pictures are compared to the the 3-D ℂ→>ℝ picture of the mapping (the one with the poles=holes). That’s why mathematicians say ℂ uncovers more of “what’s really going on”.

As opposed to normal differentiability, ℂ-differentiability of a function implies:

• infinite descent into derivatives is possible (no chain of `C¹ ⊂ C² ⊂ C³ ... Cω` like usual)

• nice Green’s-theorem type shortcuts make many, many ways of doing something equivalent. (So you can take a complicated real-world situation and validly do easy computations to understand it, because a squibbledy path computes the same as a straight path.)
`  `

Pretty interesting to just change things around and see how the parts work.

• The roots of the denominator are `1+i` and `1−i` (of course the conjugate of a root is always a root since `i` and `−i` are indistinguishable)
• you can see how the denominator twists
• a fraction in ℂ space maps lines to circles, because lines and circles are turned inside out (they are just flips of each other: see also projective geometry)
• if you change the `z^2/` to a `z/` or a `1/` you can see that.
• then the Wikipedia picture shows the poles (infinities)

Complex ℂ→ℂ maps can be split into four parts: the input “real”⊎”imaginary”, and the output “real“⊎”imaginary”. Of course splitting them up like that hides the holistic truth of what’s going on, which comes from the perspective of a “twisted” plane where the elements `z` are `mod z • exp(i • arg z)`.

ℂ→ℂ mappings mess with my head…and I like it.