## Just take the Philippines and make it better.

29/01/2012 § Leave a comment

*Back online!*

## a mathematical glance at the semester

24/01/2012 § 1 Comment

*How do I feel about my progress so far?*I feel that I’ve done a lot more with math than I ever had in any other year in math because it’s been more of a challenge this year. I think I’ve learned how to understand math with more depth than I have before, really looking at

*why*something does something else,

*how*this and this affects that and that, etc. At the same time, I think I’ve been able to keep up with the class and learn the many units quite well so far. Of course there are far more skilled geniuses in the same room but I’m proud of my progress because I’ve been keeping up and doing well in class.

*a lot*each time. This means going through the Scrapbook notes, my handwritten notes, and going to look for help a few days to a week before the test. I know this will help me because I used to do it before and I’ve kind of lost the amount of time needed to do it all. By achieving this, I obviously need to plan my time well and stop using the Internet for things I don’t need to use it for. I need to narrow my focus to

**one thing at a time**and instead of living along the thought process of “I need to finish this to get some sleep,” I should start thinking of something along the lines of, “If I finish this now, I’ll have more time to myself later and maybe time to look over this and improve it.” I’ve also done this before and I know it’ll help. I have no major goal except to continue working hard – which won’t ever actually stop – and organize myself better.

## greek girls and ny rebellions

23/01/2012 § Leave a comment

An essay.

If you’re really that interested, upload the essay by clicking on this word.

## When hubris collides

22/01/2012 § Leave a comment

**The Individual Oral Commentary on Sophocles’ Play Antigone**

The most reliable way to see it is here. This is the link to the screencast on ScreenShare.com. Just click here.

If you’d like the actual annotated .pdf file with all the side notes, click on the next word.

And just in case, try this for size: http://content.screencast.com/users/Kari9/folders/Jing/media/536e840f-37b1-4ab1-aab3-6c6b4022ac0d/jingswfplayer.swf.

## My favorite animals live ‘this’ long

21/01/2012 § 5 Comments

Sometimes we should all stop and wonder how wonderful of a life we have. Other times, we should stop and wonder how wonderful of a life all the animals around us have. Humans are lucky. We all have the ability to live ‘til around 70-years-old while most animals usually live up to 15 – 20 years old tops. The lifespan of an animal – mammals, in this case – can be determined by their heart beats. Typically, the slower the heart rate, the longer the mammal will live. This relationship is, in completely mathematical terms, an **inverse variation relationship**. Less of something means more of something else.

The graphing process was not frustrating at all, contrary to what I’d expected. I set up sliders as seen in the below image at the top of the image. The lines with *a*, *h* and *k* above each line helped me move around my graph in order to fit the points I inserted with the data I gathered from the heart-rate website with all the information.

Of course, it was not easy to find a perfect position for the graph where the line passed each dot but I did my best to find the right trend. Also, we need to take into account that I am actually missing half of the information. The person sitting next to me, Grace, shared the set of data with me and we took half of the information each. Thus, I am missing some data that could help shape the graph better. Despite this though, I think the trend I have presented in my graph is still legitimate and very close to accurate.

The final equation of this graph was *y = 1596.6 ÷ x*.

It’s domain: *x* > 0 and it’s range: *y* > 0. We can find the domain and range because these values are directly linked to the asymptotes. In this graph, the vertical asymptote is 0 on the *x*-axis, and the horizontal asymptote is 0 on the *y*-axis. Because it is not possible to have a negative lifespan and negative heart rate, it is clear that both values must be positive therefore the graph can only be in Quarter I (positive* x*, positive *y*). The asymptotes are the barriers for the graphs and now we know that even if the graph will extend upwards forward and to the right forever, the line will never touch 0. Because of this, any value of *y = 1596.6/x* will always be greater **but never** 0.

This makes sense in mathematical and realistic logic. Realistically, the fact that any value of this equation can’t equal zero makes sense because you can’t have a heart rate of *0* and still live (when *x* = 0). At the same time, you can’t have a lifespan of *0* and still have a heart rate (when *y* = 0). When there is one, there also must be the other.

In fact, although the graph will never touch either *x-* or *y-*axis, the graph will extend as far as it can without touching the asymptote, in this case the axes, the numbers will still grow, even if it’s only by a little. As the graph gets closer to the vertical asymptote, for example, this means that the life span grows by more while the heart rate decreases by only a little. This could make sense in real life. Notice point *F* on the graph is just to the right of point *H* but *H* is much higher compared to point *F*. Think of it like the rise-and-run (aka think of the slope of the line that connects points *H* and *F*). The slope is steeper, meaning the rise is greater than the run. If the rise is greater, it means the change in life span is more than the change in heart rate. It is just vice versa with the other values; the more the change in heart rate, the lower the life span. This also makes sense because the faster a mammal’s heart rate is (see the slope of points *A* and *E*), the shorter amount of time they’ll live. This makes sense if especially if you think about exercise. The faster one’s heart rate is (according to Mr. Rabb), the more chance he or she might have heart disease. This applies greatly to this inverse variation relationship.

Other examples of inverse variation relationships are really basic ones – the greater the diameter of a cylinder, the lower the height of the same amount of water in another cylinder. Pressure and temperature are also inversely related to each other. In economics, the lower the agriculture percentage in a country, the greater it’s GDP is. There are surely other inverse variation relationships; examples you will see in other peoples’ blogs and assignments.

That was a joke.

## Macroeconomics Review

11/01/2012 § Leave a comment

Hokay. Let’s get started.

Indicators for MEDCs (**M**ore **E**conomically **D**eveloped **C**ountries) and LEDCs (**L**ess **E**conomically **D**eveloped **C**ountries)

- infrastructure:
*the quality of the buildings and structures in the country* - literacy rates:
*whether 100% of the country’s population (ages 15+) can read and write or not* - levels and quality of educational institutes:
*if there are educational facilities available in the country* - number of medical facilities:
*whether hospitals, clinics, and medical facilities are available in the country* - rates of violence:
*the rate of violence in the country* - status of the government:
*a corrupt government usually means an LEDC, a strong and fair government – MEDC* - child labor evident in the country or not
- infant/child mortality rate:
*deaths of infants aged 0 – 1 years old and children (including infants) 0 – 5 out of 1000* - GDP:
*Gross Domestic Product, all the income a country makes inside its porters* - GDP per capita:
*the Gross Domestic Product divided by the population (average $ for each person)* - % of population under poverty line:
*population of people under the poverty line (1$ a day)* - history of the country

Global Distribution of Wealth (a la Hans Rosling’s TED TALKS video)

- There is a large percentage of people under the poverty line in terms of the entire world but the global wealth is distributed like 80% to the rich and 20% to the poor.
- All countries have different distributions of wealth each, for example, the 20% richest in S. Africa have a GDP per capita of $30,4000 and the 20% poorest at less than $5000.
- A country’s status improves faster if you are
*healthy first*rather than*wealthy first*, which is proven in the movement of South Korea versus Brazil and Uganda since their improvements were much faster.

Christina and Yurika and Marie and Lynn and MEDCs

The group that presented used the following indicators to assess the countries: GDP per capita, literacy rate, % of population over the poverty line, life expectancy, infant mortality rate, geography, and brief histories. The group also made comparisons of their main three countries with other countries to make the point that they are MEDCs and are advanced. It was a good approach to explain an MEDC but their comparisons were too extreme. The data shows that although the USA, United Arab Emirates, and Qatar are high in the list of countries with the Top GDPs in the world, the stats are actually a little deceiving because of the population of the country. This means that for certain countries (like Qatar, because it is a small country with a lower population than the USA), it is important to use specific pieces of data, maybe things that address the state of women, children or men separately. The more taken apart the data, the more certain we can be that it can help determine whether the country is an MEDC or LEDC.