690 karma · joined October 1, 2021
By the symmetry of the n-gon you should, in this case, think of the group of all the isometries of the plane that fix the outline of the n-gon. For n=1 there are two such isometries, namely the identity and the reflection through the midline.
What’s being shown in the linked visualizer is actually the action of D2 on the labeled vertices of a 2-gon. I suspect two identical generators are shown because this is how each of the two generators of D2 (180 degree rotation and reflection about midpoint of 2-gon) act on the vertices.
[0] https://math.stackexchange.com/questions/470570/the-small-di...
[0] https://en.m.wikipedia.org/wiki/Steinhaus%E2%80%93Johnson%E2...
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He no longer dreamed of storms, nor of women, nor of great occurrences, nor of great fish, nor fights, nor contests of strength, nor of his wife. He only dreamed of places now and of the lions on the beach.
Ernest Hemingway. The Old Man and the Sea.
I’d read this long ago, and never gave a thought to it that this detail must have been rooted in reality. It’s interesting to learn what the lions were doing there.
[0] https://www.computer.org/csdl/proceedings-article/hicss/1998...
[0] https://towardsdatascience.com/book-review-intelligent-credi...
Jobs like this exist, though you may have to take a pay cut compared to the bullshit. My first job after finishing my PhD was as a staff scientist in an academic lab using ML engineering + data science to support scientific research. There seems to be a fair number of grant supported jobs like this and pay isn’t terrible. Just under or just at 6 figures. You can make more in industry, but scientific work feels very meaningful.
Now I’m working in credit risk modeling, something I never expected to be doing, but so far it’s been a good fit. The models are applied directly in decision making for the business, and there’s a real incentive to get everything right because mistakes could harm real people’s lives. The team I’m on is strong and ethically sound and I feel good about what I’m doing.
For anyone in the data space who’s despairing about the state of the industry, non-bullshit jobs do exist, you just have to look for them, and use your judgment when scoping out new roles.
The amount of topics I’ve studied in depth dwarfs this list (and the same is certainly true of its author) but the set of things I could teach a class on today without preparation is much smaller. The important thing is that if I have a problem, I can use the impressions from all I’ve learned before to get a sense of where to look next. My memory isn’t great but it doesn’t matter because I can refresh, learn, and figure things out as needed.
Researchers will find Neurocomputing an essential guide to the concepts employed in this field that have been taken from disciplines as varied as neuroscience, psychology, cognitive science, engineering, and physics. A number of these important historical papers contain ideas that have not yet been fully exploited, while the more recent articles define the current direction of neurocomputing and point to future research. Each article has an introduction that places it in historical and intellectual perspective.
Has anyone here worked through it? It seems like much of it is rooted in methods that have kind of fallen by the wayside due to the incredible success of modern techniques. I’d also be very interested to know David Mumford’s thoughts on modern deep learning and how he thinks it fits into his pattern theory framework. It looks like he goes into this to some extent in a 2019 blog post on whether AI can achieve consciousness [1] and another on the convergence between ML methods and the human brain [2].
[0] https://www.routledge.com/Pattern-Theory-The-Stochastic-Anal...
[1] https://www.dam.brown.edu/people/mumford/blog/2019/conscious...
[2] https://www.dam.brown.edu/people/mumford/blog/2020/Astonishi...
0. Jan Gullberg, Mathematics, From the Birth of Numbers. A highly accessible popular survey on different branches of higher mathematics. I read this over the Summer between high school and starting my undergraduate degree. It's what made me want to study math. Previously I'd wanted to be a guitar player, but had to find a new ambition after an injury left me unable to play.
1. The high school mathematics series by Israel Gelfand. Algebra, Trigonometry, The Method of Coordinates, and Functions and Graphs. I didn't have much mathematics background in high school, but working through these really solidified my grasp on the basics.
2. George Polya. How to Solve it. A short book giving excellent high level advice on mathematical problem solving.
3. George E. Andrews, Number Theory. I worked through this freshman year contemporaneously with my first proof based class on simple logic and set theory. A very beautiful and accessible introduction to basic number theory. The combinatorial/geometric proofs of Fermat's Little Theorem and Wilson's Theorem are lovely. It also includes a very nice proof of Chebyshev's theorem on the asymptotic density of primes and even the Rogers-Ramanujan identities for integer partitions.
4. Vladimir Arnold, Ordinary Differential Equations: Undergrad ODE classes are often taught in a cookbook fashion and if so, don't offer much enlightenment. This book explains what's going on at geometrical level. I didn't appreciate ODEs until I read this. See https://www.uni-muenster.de/Physik.TP/~munsteg/arnold.html for Arnold's views on teaching mathematics.
5. E.C. Titchmarsh The Theory of Functions: Recommended by my undergraduate advisor because he noticed that I liked reading older books. It contains sections on complex analysis and real analysis with measure theory, but I've only read the complex analysis sections. It's not for everyone, if I recall correctly, there is not a single picture, but it is very lively and has a lot of material you won't find in a standard complex analysis book, including Dirichlet series. Excellent as a supplement to a standard complex analysis book.
6. George Polya. Mathematics and Plausible Reasoning. An excellent expansion on Polya's ideas on How to Solve it. While the goal is to seek rigorous proofs, to get there it's powerful to be able to think based on intuition, heuristics, and plausible reasoning. A lot of math exposition is theorem/proof based and doesn't help develop these skills. In a similar vein, see also Terence Tao's classic post There's more to mathematics than rigour and proofs https://terrytao.wordpress.com/career-advice/theres-more-to-....
7. H.S.M Coxeter, An Introduction to Geometry. A book of very beautiful classical geometry. Something typically not touched on at all in a typical mathematics curriculum.
My impression is that real mastery requires periods of flow and periods of deliberate thought. When performing you want to flow, but practice should also incorporate the conscious and deliberate. Having the meta-cognition to reflect on where you are, where you want to be, and having the ability to plan how to get there are very important. I think this holds true beyond music.
[0] https://projecteuclid.org/journals/statistical-science/volum...