Solutions to Exercises to
Modern Introductory Analysis ch 4: The Algebra of Vectors (4.6-4.8 ... )
ch 5: Plane Analytic Geometry of Points and Lines (5.1-5.9)
Exercises 38,39, 40 of 5-9 will continue in Scratchpad #6 of this series.
I will be skipping modules 4 and 5 as they contain notes and exercises from the 1987 edition which included computer programming exercises I wished to explore and rejuvenate with Modern C++ and Python, rather than with its Pascal and BASIC. So far, for now, my plan is to hold off on scanning Math Modules for the Introductory Analysis circa 1987 edition; that is 4 [1, 2], 5 [2.2-2.8], 7 [up to and including 3-7 Infinite Series], the "deep extension to module 7 DIRECTLY LINKED TO
Limits Revisted (Complete Solutions to Exercises, Buchanan 1966
Limits: A Transition to Calculus),
Limits Revisted 2 with APPENDIX in back (
A Discussion of the Real Number System), 8 [Functions and Limits = 3.8 The Axiom of Completeness, 3.9 Integral and Rational Exponents], 9 [ch 5 Theory of Polynomial Equations] ... etc !
I will scan modules 6 and 10 (which continue Solutions to Exercises for oriignal 1964 edition of Modern Introductory Analysis, God willin' and the crick don't rise. Eventually I would wish to scan the work from the other edition as well, since those contain documentation of computer programming symbiotic "events" --- what Schopenhauer might politely refer to as "being possessed by the Holy Ghost" - ? - ! -
I will forge ahead into module 16 as far as "scratching the paper" goes.
Since this has been such a long-standing project, I have been forced to reinvent similar modus operandi as Robert M. Pirsig. During these periods when my Mom seems to drain my energies (see Einstein's demands of wife), I find that scanning the original trail of notebooks belonging to this series would be a great way to expend thwarted energies, not to mention coping with lack of gumption due to reawakened interests in Listening to Music While Walking and Sitting, Smoking and Shi
tting [just kidding].
I am just now catching up with some December and January notes which might help explain to myself just why I stopped where I did in the exercises and began scanning the pages themselves. This is how I am dealing with a particular way of presenting particular types of exercises, where students are walked through the construction of a formal proof. I wish to be most focused for this, without an elderly woman pestering me about her next meal or her latest hyperphobic meltdown. One morning I will awaken and know the time is right for that kind of work. For now, I am in some kind of transition or simple regrouping. No code-mode, no math-mode. As I scan the pages, I too often get lost in the content. The notation would require some effort to become familiar with, so there is this timeless "Lovecraftian" glow of eldrich intelligence at work - in this case, a group of dedicated "mathematicians" presenting modern mathematics to high school students wishing to understand the structure underneath the symbols and applications.
This culture of well-being has given full reign to the mediocre pygmies. Excellence of any kind will surely suffocate.
There is only so much time for Being to Be in. When I give my attention to something, I wish to have that Full Power of Concentration and Focus. Maybe I have paused to scan simply to allow myself to process the significance of these exercises. I may have to refresh my memory by looking over the previous module (15) before proceeding with the "scratching of the paper" - but I do intend to scan pages from old notebooks just as a way of validating the efforts (to myself). If not me, who? Future teachers/students might benefit. Most importantly, it might give me some dignity and the Fortress of Mental Solitude required.
I don't understand why I feel compelled to send musical vibrations into the atmosphere. Part of me has always been like this.