A magnified reality is what we dream for but it usually do not let us to have a taste of it. Yet it is our responsibility, our dream to chase it and taste. It will be sweeter than an evening chocolate, tastier than a morning coffee and more satisfying than a dinner meal. I don't know why I stringed a magnified reality to some chocolate or coffee, since I still have not tasted the former, though I know how delightful morning a coffee sip is. We cannot live without comparison. The word is so meaningful to urge ourselves to give a one shot better or it can be disastrous to let us only always compare something and not punching up some work. It usually needs a calculated comparison for a better and smooth journey, like what Federer has in the field, calculated aggression.
I do not know why my mind is sliding towards school mathematics when going across calculation. Though my school math was good, I do not always like the pattern of questions. It is foolish to ask a question like, prove that probability of occurrence of even numbers in a dice roll is 1/2. What a student is expected to know or gain from this question ? Are they testing whether a student knows what is an even number ? I never know. The expected answer will be like, S={1,2,...,6}, you are losing half mark now, S should be {1,2,3,4,5,6}; n(S)=6;A is defined as an event on getting an even number. A={2,4,6};n(A)=3;p(S)=n(A)/n(S)=1/2, again half mark gone, p(S)=3/6=1/2. And you have to box or underline the answer. Hush!! It is very terrible to be at seventh standard.
Yet I enjoyed there, doing the same rubbish things. I felt like heaven. I didn't even had a Raymonds (even now). This is the speciality of every life. I am not talking philosophy here. But I always liked school Math, though my teachers taught me ell-hospital's rule rather than l'Hôpital's rule. I certainly enjoyed that. This is reality.
I do not know why my mind is sliding towards school mathematics when going across calculation. Though my school math was good, I do not always like the pattern of questions. It is foolish to ask a question like, prove that probability of occurrence of even numbers in a dice roll is 1/2. What a student is expected to know or gain from this question ? Are they testing whether a student knows what is an even number ? I never know. The expected answer will be like, S={1,2,...,6}, you are losing half mark now, S should be {1,2,3,4,5,6}; n(S)=6;A is defined as an event on getting an even number. A={2,4,6};n(A)=3;p(S)=n(A)/n(S)=1/2, again half mark gone, p(S)=3/6=1/2. And you have to box or underline the answer. Hush!! It is very terrible to be at seventh standard.
Yet I enjoyed there, doing the same rubbish things. I felt like heaven. I didn't even had a Raymonds (even now). This is the speciality of every life. I am not talking philosophy here. But I always liked school Math, though my teachers taught me ell-hospital's rule rather than l'Hôpital's rule. I certainly enjoyed that. This is reality.