Other items that form sets – light switches also can have a shield. You may have them all shielded or some or none complete set. Raise the classification to contact made between body and reality and expand contact between feet and floor covering e.g. carpet – consider consequences of repeated contact and place rugs in places where necessary.
Contact made with stair carpet should recognise that parts of the set are not worn because they are in the upright position hence recognise this by allowing extra length so the carpet can be moved and hence the whole carpet is used. Another contact is with the people coming from outside to inside the house when you can supply a mat outside for people to clean their feet and a rug inside [PRECAUTION] in case they did not wipe their feet [MISTAKE]. One can raise the classification further by considering contact when going to another persons house e.g. you may connect with them and take your shoes off before entering the house if the owners do viz. Connect with an unwritten RULE or not. Another contact is between the body and bed items e.g. mattress, pillow and blankets i.e. on top and bottom complete set when consider covering and washing the items. Again one can consider the consequences if not cleaned or infrequent. Consider incorporated in a routine. Ask oneself is it a complete set of contact between body and reality i.e. parts of the house. Another connection is need to recognise that these are areas to be cleaned. One can refine the characteristics of the set to only include those areas where there is regular touching e.g. not the airing cupboard or balustrade.
In all circumstances you should consider what MISTAKES one can make and the PRECAUTIONS if any and the FINANCIAL connection cost.
PS Used empty porridge packages as litter bins – put in fruit stones ‘classify’ putting rubbish that is not moist ‘expand’ banana skins etc.
Lessons for life demonstrating in this example as referred to the 15 classes of knowledge which are highlighted in bold,
(a) When there is more than one item you can consider ordering and adopting a permutation combination class of operation. In all decisions situations you could ask why not i.e. what are the CONSEQUENCES e.g. harmful of doing X e.g. get out of bed X way.
(b) You learn the importance of routine i.e. gives structure of life and important matters gets done e.g. cleaning teeth, cleaning parts of the body, having breakfast, dressing etc. One can seek justifications for a routine i.e. consider the CONSEQUENCES if not carry out the routine operation or not consider, where or not is freewill. Everyone rich and poor needs to have a routine. Routine can be expressed mathematically X members of the set have Y characteristics e.g. every breakfast X I have porridge Y.
(c) The example demonstrates the act of making the most of your time.
(d) Use of classify and expand to widen your knowledge base.
(e) Consider the financial cost of actions e.g. money saving hints. Aside having only porridge for breakfast is a cheap, satisfying and filling option which could be taught (connect) to poor people [that leads to another set with what poor people could be taught – this demonstrates the beauty of maths thinking] or possibly introduce in schools. Boil only sufficient water for making tea.
(f) Expanding thinking by seek sets e.g. protecting places which one regularly have contact with and where to clean.
(g) Consider the consequences of actions e.g. repeated handling the door and justifying of rules.
(h) Consider what mistakes one can make and the precautions if any e.g. looking scruffy precaution check in the mirror how presented.
(i) Consider place to operate e.g. In different rooms in your house.
(j) Establish what rules apply or Not and if know them is it the truth i.e. consider the consequences and then obey them or not.
(k) Realise you are responsible for the running of the house.
(l) Seek information with each element e.g. porridge package and seek relevant [connected] knowledge i.e. cooking and obey or not. This can be expressed mathematically in a given situation there may be no information or some which in turn may be useful – [connect the action involved] or not which is a complete set.
(m) Probability of making a class of mistake e.g. missing cleaning teeth or a natural disaster e.g. virus occurring to effect the experience or weather changing.
(n) quality efficient
(o) The objective of this exercise to demonstrate set thinking and how the 15 classes of knowledge apply [They in bold] i.e. in a situation that seeks to demonstrate how the most efficient way of a person [reality] getting up can be achieved by adopting mathematical principles.
(p) There are two examples of improvisation i.e. firstly another use for an empty porridge package is as a ‘waste bin’ which can be express mathematically. The set is the package X and an object that is designed to put rubbish in the bin Y both share the same characteristics. Another example is when you don’t have a teaspoon to stir your tea use the end of a dirty dessert spoon instead. The characteristics required for the teaspoon to stir the tea could be referred to as X and the end of the dessert spoon as Y, both X and Y share the same characteristics required to carry out the function of stirring the tea. This is a form of objective thinking and it can be applied to any situation where improvisation is used.
(q) The objective is to create best practice and demonstrate the power of set thinking.
(r) You should consider the likelihood – probability of making a mistake and if necessary take extra care.
Checklist
Primary
Action, Variable Consequences, Place, Reality,
Secondary
Best Practice, Finance, Mistakes and precautions, Objective, Probability, Information Quality, Re
