Mathematical model for any experience (new)

@ Mathematical model for any experience or system

This following item describes how one can create a mathematical model for any experience or system rather than seeking reality by creating perceptions as the later is based on a set of information which can have false characteristics.

It is based on

(a) definition of a set – a group or list of objects with specific characteristics i.e. they are connected.

(b) languages natural mathematical symbolic properties e.g. the word finger and the same characteristics as the subject itself.

As a result of these matters one can say any experience or system can be represented by a set of knowledge. One can gather the relevant knowledge using 15 sets of classes of knowledge or categories as shown below. You thus can apply connection thinking to gather all knowledge e.g. for a class of human epileptic or connect with a rule or connect with the characteristics of a person e.g. injured illness, die v machine breakdown. One can also trace a member of reality e.g. an invoice or human through the system which can be represented by a set of knowledge and establish the truth by confirming the truth by examining the document or questioning another officer. This is what auditors do when auditing a system when they see that all relevant or connected controls are in place.

Adopting this approach has the advantage of providing a framework for accessing knowledge plus being transparent as these mathematical models can be shared internationally and nationally to ensure they are comprehensive e.g. what are the connected mistakes for say virus management rather than individual countries learning by making mistakes. If need be you may refine the classification to include only important mistakes. Also where an experience can be broken down e.g. re virus acquiring goods this can aid identification of knowledge e.g. mistakes. The sharing of knowledge by countries could aid international relationship.

Examples of countries dealing with virus in the past include those dealing with SARS and MERS who we can learn lessons from.

No	Categories or classes of knowledge	Details of 15 classes of knowledge plus how it applies to producing this article / [press release] underneath in italics
	Primary
1	Reality Who? and What?	Every member of reality is unique and they can be gather in appropriate or connected subsets which include Human, animate objects, animals, vegetation, weather, fire, natural disasters, atmosphere, fungi etc. Depending on what system you are describing you can gather humans into different class of subsets for different treatment e.g. epileptics, mentally handicapped. House owners, Pensioners
		Human – me writing / person reading it animate object – article [press release]
2	Rules	These include tradition, principles of a person concern, regulations, code e.g. country, house rules, guidance, religious, terms and conditions of firms etc. for a personal class of experience rules include instructions given as a youngster and principles of the person involved Classes of knowledge associated or connected with rules include one may not seek them or otherwise determine what rules apply and obey them or not. There may be no rules when there should be and rules are introduced or not. Alternatively the rules are inadequate.
		Principles of the author, Legislation,
3	Time When?	Christmas ‘classify’ religious holidays ‘expand’ Islam festivals Raising the class important times birthdays, etc. Past history. When action took place or how long. Future
		Date and time article [press release] written, sent and read
4	Place Where?	Where action took place.
		Where article [press release]created and read
5	Variable consequences Why?	Life is a series or set of decisions that you can where possible consider their consequences. This can have a two way effect, either the effect of decisions by the person on the outside world and themselves or the effect of the outside world’s action on the person. The effect can vary from one person to another, hence the term ‘variable’. It also includes the connected of the feelings of the individual or a witness of the activity and public opinion on the subject. The classes’ variable consequences should be identified and reviewed for any system. For example in supermarket system the contact between customer and cashier and the effects of the shopping experience with the customers senses e.g. smells and sounds.
		Consequences of my article [press release]e.g. getting my principles accepted by the outside world and eventually fixing world. Feeling of the reader.
6	Action How?	Action
		Me creating and presenting article[press release]. Or person reading my article[press release].
	Secondary
7	Objective	Setting an objective helps to define the characteristics of the set of knowledge which represent the experience or system.
		To get my ideas publicised and accepted nationally and internationally
8	Responsibility	Every action and object should have a responsible person allocated to it i.e. connected e.g. from the decision to plant a tree through maintenance to death.
		Personal responsibility to get my work accepted by the outside world. Article [press release]reviewer responsibility
9	Truth	One can rely on information told by a respected person i.e. one who has told you before the truth in the field of knowledge under consider. Alternative one could adopt the auditors approach by examining the relevant documents / carry out research to confirm what they are told is the truth e.g. ask another person for confirmation. Alternative when you refer to a reference book or contact an expert in a particular field who recommends a particular place to go to you test their advice by visiting it. Generally in an objective thinking strategy you are not concern whether you are told the truth or not unless act upon it as you are not seeking to describe the world outside due to the fact the set of information on which it is based may have the characteristics of being false.
		I can assure you everything is true
10	Finance	Expenditure and income. There may be a set of ways of funding a project – sponsorship, Bereavement bequests etc.
		The cost of creating article[press release]
11	Mistakes and precautions	In carrying out a risk assessment one seeks relevant [connected] mistakes that apply to that system or experience. Precautions include those that deter mistakes occurring and those in place if mistakes occur. Mistakes include criminal acts, and precautions include relevant [connected] controls, which auditor seek for any system. I suggest these should be shared and updated where necessary between similar organisations nationally and internationally.
		Spelling mistakes – use spell check. For grammar read over a number of times and get someone else to read it.
12	Best Practice	As with mistakes and precautions best practice should be shared nationally and internationally. This should be the responsibility of someone or body e.g. auditors determine a government department spreads the word.
		Use internet for advice
13	Probability	e.g. likelihood of making a class of mistake, natural disaster occurring or a type of weather that effect the system.
		Unlikely to make a drastic mistake or a natural disaster occurring which effects the article [press release] production other than the virus.
14	Information	Information may be verbal or written e.g. providing information to relevant [connected] people when a disaster occurs or a transport delay
		Refer to relevant website and email of organiser.
15	Quality	This is the standard measured against other things of a similar kind, the degree of excellence
		Hopefully excellent – challenging

Principle of the 15 classes of knowledge or categories.

The 15 classes of knowledge are based on studying patterns in language that represent experiences. They show the most important are objective, variable consequences, responsibility, reality, where the individual is represented by a unique set of knowledge, mistakes and precautions and rules.

The following subjects can be added to expand thinking: Art subjects e.g. painting, sculpture, poetry etc. e.g. play appropriate [connected] music in a supermarket or being inspired [connected] with an experience to create a piece of art e.g. produce a recumbent figure on a seat as a response to homelessness.

Technology solutions i.e. technology Y serves the same function [connected] as X i.e. Y and X form a set e.g. send a Christmas email Y instead of a Christmas card X.

Similarly the senses, sounds, touch, taste, sight and smell are used by individuals to connect with the outside world e.g. Christmas cards – add a drop of perfume to them.

Another important mathematical thinking tool is simply creating a set when reap the benefits e.g. creating a list of all climate change prevention measures to be circulated internationally together with relevant associated or connected knowledge e.g. cost of installation / maintenance / what possible mistakes etc.

Conclusion

By capturing all relevant or connected knowledge for any system or experience by mathematical means as illustrated below is another way of organising society rather than by capitalism, communist, religious, socialism or dictator.

By sharing mathematical models internationally and nationally together with the principle that we all different but based on the same template and that people all think objectively v subjectively will encourage peace between and within nations plus transparency.

The mathematical principle that applies is the definition of a set I.e. a group or list of objects which have specific characteristics I.e. they are connected and languages natural symbolic mathematical properties

Mimic trees in Kielder Forest for Goshawk BBC1 Countryfile 5/12/21

Class comment

By mimicking trees you connect with some properties of trees

1/ raising classification creating mimic trees for other birds in the same or connected classes of situation i.e. define the characteristics e.g. rare birds

2/ Define the characteristics where the mimic trees should be placed i.e. a set

3/ further raising the classification include mimic holes * for barn owls / bats i.e. Any other mimic natural features of nature and spread to X characteristics of sites?

* per internet

(a)They readily take to artificial nest boxes many of which are provided by Hawk and Owl Trust. 80% of UK Barn Owls are now thought to breed in nest boxes.

(b) Bat boxes are artificial roosts designed to encourage bats into areas where there are few roosting sites

4/ consider the possibility of children creating boxes for nature and placing them in a suitable or connected place -plus learn about them.

5/ Connect with the connected work involved in creating artificial features for nature.

6/ the set of elements making up the artificial feature plus alternative connected means

7/ Determine the objective which are the consequences i.e. connection by encouraging wild life by providing suitable or connected habitat.

Football has a great role model function

per internet The behaviour of the coach will determine most of the perception that a player has of his coach. Therefore, coaches should be role models for …

class comment

‘Role model’ = connection made with senses plus similarly ‘lead by example’

Conclusion

one should make ones own mind v always copying others i.e.

1/ determine where possible, what are the consequences of your decisions

2/ apply ‘classify’ and ‘expand’ to expand your knowledge base

3/ connect with your own individual personality when making a decision i.e. what suits you v copying others

4/ learn to connect or fit in with other people e.g.

(a) manners in appropriate or connected circumstances e.g. the set of knowledge has X characteristics e.g. when someone does something for you then you may say thank you, ‘classify’ thank you is manners ‘expand’ others say sorry, please, excuse me, pardon.

(b) say take care, hello, goodbye, ask how they are? Hi at appropriate or connected circumstances which is a means of connecting.

(c) In polite company agree with someone or connect with them even though disagree with or do not understand unless important.

(d) learn small talk e.g. have you done anything exciting, what holidays on, what do you think about news, what are you doing for Christmas etc. when you are likely to connect with others.

5/ determine relevant or connected rules [Rules include what taught for adulthood, principles of the person, goods instructions, regulations] or NOT – freewill then if determine and established the truth i.e. correct rules either determine the consequences of obeying or disobeying the rules or NOT – freewill then either obey them or not

6/ Determine what routine tasks apply to you because it ensures important tasks are carried out and gives structure to life. Each one may be justify or not [freewill] e.g. cutting nails foot and hands / having regular meals including fruit and vegetables / removing addresses off utilities bills e.g. gas bills / promptly paying bills / have regular exercise / have a regular sleeping pattern / Check tyre pressure / defrost the fridge / change clothes / wash clothes – bed clothes / when have a bath or shower / weeding the garden / cutting the grass / regularly go to the toilet and wash hands after / regularly see dentist / clean teeth at least twice a day with at least half hour break before eating food / regular ablutions / shaving / clean car inside and out / clean shoes / lock up at night / ensure all lights switch off before go to bed / turn off the central heating e.g. before going to bed / where appropriate ensure taken pills / how eat food / How much drink / when to change toothbrush / tidy up as go along / making breakfast etc.

‘Classify’ this is something which everyone should be taught as a youngster – ‘expand’ other matters include an objective thinking strategy e.g. not seeking reality instead where possible use a mathematical model of 15 classes of knowledge etc.

I suggest a Beeton type book should be produced which sets down what should be taught to a youngster for adulthood together with the justification I.e. consequences of not following.

7/ establish common mistakes e.g. look behind when leaving a scene, social media misrepresentation etc. – need to expand

8/ It should be noted that one is unlikely need to establish the truth in everyday life as you are not concern with creating a view of the world due to fact it can be false and not systematic although it should be recognised that to establish the truth one can refer to a bible on the subject e.g. good food guide, timetable or ask an expert in the relevant field of knowledge.

Set thinking to solve climate change

Source – Per Metro Thursday July 15 2021

Food supplement aims to stop cows breaking wind.

A dietary supplement designed to slash cows’ methane omissions is being trialled to reduce the dairy industry’s greenhouse gas output.

A study at Nottingham university for Tesco and conservation group WWP, showed it cut methane emitted by bovines breaking wind by about a third.

Applying set thinking –

(a) does the set of words in the Metro have truth characteristics i.e. as far as reducing methane omissions by a third?

(b) Are any other of the members of the set i.e. ways of reducing the methane production for cows? [This applies nationally and internationally]. If more than one solution compare / order [or connect] with one another for best or have both if applies to different classes of cows i.e. with different characteristics.

(d) If found successful i.e. have truth characteristics should this apply to the set of all cows nationally and internationally or restrict to a set of cows with certain characteristics?

(e) Are there any more greenhouse solutions which are realistic by Nottingham University i.e. in that complete set i.e. all members identified? – raising the classification to include establishing what all Universities nationally and internationally have carried out research to prevent global warming. Have they been asked perhaps by members of the assembly from that country e.g. make them responsible for gathering all or some classes of measures?

(f) Is there a gathering or connecting mechanism for including all proposed solutions for measures internationally to prevent climate change e.g. use of internet, i.e. classes of publicising and make someone responsible? Nations should share or connect relevant knowledge and apply measures. Thus by creating a universal database or set of climate prevention measures, all nations are singing from the same song sheet. For practicableness the database can be restricted to certain classes of measures.

Example of set thinking using 15 classes of knowledge as a framework

Select a member e.g. A street lighting column

Select a member a street lighting column then classify and expand other lighting column with the same characteristics e.g. situation at a junction

(a) Reality – set made up of column and light emitter – ‘classify’ a forms of lighting and columns that serve a given purpose ‘expand’ e.g. the design of the column that is also suitable for a bird nesting, different forms of lighting e.g. led.

(b) What is the objective– e.g. saving electricity without causing accidents using 12 of the 15 classes of knowledge that can represent any experience

(c) What rules apply e.g. tradition, regulations etc. – Determine why have. If need be consider consequences of not following and following.

(d) What mistakes can occur because lights are off plus precautions – e.g. lights on during day time / accidents caused, crimes e.g. burglaries caused, rapes in the open

(e) Probability of (i) a mistake occurring e.g. accident because lights off (ii) weather or natural disaster affecting lighting up.

(f) Person responsible for making a decision.

(g) Time – When possible lights on or off e.g. off at midnight on when night falls in the evening or off totally etc. [as there is more than one time one can apply combination and permutation]

(h) Place Where there are different classes of situation e.g. in built up area / at junction e.g. of a motorway – etc.

(i) Consider the consequences of switching off lights at the possible times and situations e.g. causing accidents – in built up areas, feelings of residents /

(j) when resolved best practice expand set e.g. have all street lighting where X applies i.e. has X characteristics – time / place – nationally internationally – taking in account rules that may apply or not

(k) Finance – savings because lights not on / financial effect of different forms of lighting e.g. led / cost of column and lighting source

(l) truth – establish what the consequences of lights being switched off at certain times which can be financial and resulting activities e.g. causing accidents. Carry out a survey to establish the truth.

Classes of knowledge not considered Action / information / quality

Apply set thinking to expand knowledge

e.g. starting from an information notice on a railway train saying mind the step on to the platform – has it truth characteristics? – classify and expand other stations where there is a steep step down should have the same information classify and expand other messages on the train– e.g. approaching next station, near a tourist attraction – justify i.e. consider the consequences of having or not having knowledge / raising the classification included in the set of other elements in the carriage; raising classification further part of human knowledge or creating sets in reverse select an element within e.g. a letter elements that make up a letter are colour, shape, size then classify and expand e.g. possible colours / shapes / sizes – a letter is a members of a set of letters and background as there is a number one can have different sizes, shapes and colours but normally the same. Consider what rules apply e.g. grammar means there should be capitals – ‘Classify’ Health and Safety is a reason for the message ‘expand’ should include warning about travelling on escalators where there are escalators – any other members? classify and expand other situations where there should be such warnings e.g. by an escalator.

Consider the different classes of customers e.g. blind, bad eyesight, only foreign speaking [consider the probability] to connect with e.g. give verbal instruction for blind or bad eyesight. Messages are made up of speed, accent, clearness, loudness, language which should be reviewed as to the objective of passengers able to take in.

General Conclusion

by adopting a mathematical way of thinking one retains the flexibility of youth i.e. capturing all relevant or connected knowledge for any situation because of the definition of a set a group or list of objects with specific characteristics and languages natural symbolic mathematical properties.

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