It's been open and free on Adobe's website for 20+ years, aside from proprietary extensions like XFA. It's the ISO standards that until recently required payment (as that's how ISO generally works).
It's pretty obvious if you did high school physics. I experimented with earphones as microphones as a teenager but couldn't get any meaningful audio data.
I think they're being downvoted because their comments all seem to have AI features.
We care only about a very small and narrow subset of possible programs, not any arbitrary one. It's possible to solve this kind of problem in large enough classes of program to be useful.
> When Illustrating a mathematical idea, the first thing you need to decide is the scale.
I have spent much of my life illustrating mathematical ideas, and scale is never the first thing I decide. Most commonly it stays abstract and there is no scale; it's flexible and I can zoom in and out at will. Sometimes I will choose a scale partway through or towards the end of an explanation, if I want to use a specific analogy, but I can comfortably rescale it to something else - the scale is never fixed.
I have loved math since I was a child, and I think it depends on when you grew up and how steeped you are in reality vs. the virtual or the computer world, and how much of an abstract vs. concrete thinker you are. I was always making things in modeling clay, that greasy grey-green stuff, and so my scale was what I could make out of one brick of such stuff. I bought my first computer in 1977 (Commodore PET 2001), and the CBM ASCII set had some graphics, but nothing compared with today's graphics. My first encounter with visualization and scale was writing a program to let me know which of the four moons of Jupiter I was seeing in the sky that night. Io, Ganymede, Callisto, and Europa's orbits are almost edge-on to our view from earth, so I made Jupiter a capital O, and the moons were lowercase letters. I printed this out on a thermal printer (like a wide receipt). Cosmos was the rage on TV and I had read Einstein's Universe by Nigel Calder. I had a telescope and a microscope, so the micro and macro were very real to me. I suspect if you grew up on tablets and only built things on a 3D printer scale, you don't have that unbridled sense of the small and large except on very abstract terms. However, not a donut, not a universe-scale torus, but rather a pool donut comes to mind when I first hear torus!
I built an XYZ router table in the early 2000s out of old stepper motors. It was 8'x4', and I built stitch-and-glue wooden kayaks from the panels I cut on it. These would wind up being 16 to 22 foot long kayaks to go into the real world and have fun!
Totally agree. I really enjoyed the article, and the illustrations are really cool but scale is just something I don’t even consider. Even the very first question baffled me, when it said “Picture a torus. Is it big or small?”
I answered an unambiguous “yes”.
Also, we haven’t defined measure yet here have we? What does it even mean for something to have scale without measure?
This is one of those places where Plato really is worth reading. Plato has levels of reality that correspond to numbers. The first level, forms (also called "the monad"), is what the statement "Picture a torus" engages: contemplate an ideal torus. That torus won't have a particular color or texture or any accidental quality, just the essence of a torus, which is its shape (because torus is a shape). Size is one of those accidental qualities, and those live in the second level, which Plato calls "the bigger and smaller"—exactly what the question asks you to imagine—or "the dyad."
So, the instructions for Plato boil down to an absurdity: "contemplate the monad; what dyad do you see?" The two sentences should have nothing to do with each other in Platonic terms.
Right, I immediately saw a torus - it was light blue (that's trivial to change, but I can't have no colour if it's visual) - but it could have been the size of a bacterium or the size of a galaxy. Without any context or application, the size is undefined.
When you've mentioned that, I've noticed that by default I imagine just a shape devoid of color and texture. But I can imagine a donut, or a blue torus, but I need to explicitly think the word "blue".
I propose a further and different "key to understanding."
I would add: the second thing to decide, besides the scale, is the Plan.
What do we mean, for example, by the "Ethical Plan." By ethical plan, I mean the purpose... "WHAT do I use mathematics for"?
Mathematics can be something immensely BIG if I use it for something important.
Or it can be miserably SMALL if I use it for something petty and trivial.
In short: even in this case, greatness depends not only on the scale, but also on the eyes of the beholder, on the Context in which it is applied, and, why not?, also on the Purpose and the ethical plan.
If mathematics were, for example, something at the service of Justice, it would be something immensely Big.
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