Quanta Mathematica Instrumentalis!

Quanta mathematica instrumentalis, from Latin, might mean How much mathematics for physical applications. But we try to give this expression another meaning. \ud We discuss how mathematics and its instrumental nature could serve as paradigm for other human activities and science in general. We introduce notions of higher observer and field of information. We discuss question why we are to study and develop mathematics more diligently than we do in natural way.\u

The Learning of Ancient Languages as\ud (super)Human Effort

Problems around teaching ancient languages are discussed. It is suggested to assume that\ud learning and teaching of languages require some superhuman effort. Author’s experience of\ud teaching ancient languages and producing electronic educational tools both for text version\ud and for Internet in Faculty of Theology in University of Latvia is described. Problems around\ud cognitive models of reasoning and place of languages there are discussed

On building 4-critical plane and projective plane multiwheels from odd wheels

We build unbounded classes of plane and projective plane multiwheels that are 4-critical that are received summing odd wheels as edge sums modulo two. These classes can be considered as ascending from single common graph that can be received as edge sum modulo two of the octahedron graph O and the minimal wheel W3. All graphs of these classes belong to 2n-2-edges-class of graphs, among which are those that quadrangulate projective plane, i.e., graphs from Gr\"otzsch class, received applying Mycielski's Construction to odd cycle.Comment: 10 page

The One Savior Paradigm

The one savior paradigm is discussed not only as doctrinal aspect of religious teachings but as one of mostly manifested aspect of our psychic that should be adequately investigated. We suggest simple idea that could serve as starting cognitive model for the one savior paradigm, that might give effect in considering global aspects of humanity, e.g., such as global economy and exact sciences in more friendly connection with religious thinking.religion, theology, science, art, cognition, society, global economy, noosphere, accessibility to information

Par atdalāmās propozīcijas 'ie' neienākšanu latviešu valodā

Latviešu valodā varētu būt bijusi lietošanā prepozīcija ie, ekvivalenta ar iekš, ko valodnieki, sk. Endzelīns, neiesaka lietot. Kāpēc ie nav ienākusi valodā? Kādi tam būtu bijuši lingvistiskie cēloņi? Aplūkojot divus gramatiķu skatījumus, A. Bīlenšteina un J. Endzelīna, redzam, ka prepozīcija ie- ir atzīmēta kā tāda, proti, prepozīcija, bet kas lietošanā kā atdalāma neparādās. Līdzīga prepozīcijas ie- būtu iz, ar pretēju nozīmi, bet citādi analogas. Par pēdējo Endzelīns saka, ka tā tautas mutē vairs nav pazīstama, izņemot kādus apgabalus. Mūsu jautājums rastos, vai kādreiz valodā nav bijusi prepozīcija ie? Vai, arīdzan, kādu autoru lietošanā šāda prepozīcija būtu parādījusies? Bez jautājuma, vai šāda prepozīcija ir bijusi, vēl cits, vai prepozīcija ie ir tiesīga pastāvēt šodienas valodā. No minēto valodnieku traktējuma neseko, ka ie- nevarētu būt arī kā atdalījusies prepozīcija. Valodnieki tikai fiksē faktu, ka tas nav noticis. Bet, piemēram, iz gadījumā tas noticis bijis. Blakus vēl minama prepozīcija no, kura valodā ir lietošanā. Visas trīs, no, iz, un eventuālā ie, prasa ģenitīvu, vai ablatīvu. Pēdējais apstāklis saka priekšā, ka visas trīs mums jāuzlūko kā ablatīvas prepozīcijas ar katra savu nozīmju pārklājumu. Tas arī palīdz nošķirt ie no it kā tīri lokatīvās funkcijas partikulas. Šī raksta ietvaros runāsim par ie kā lietošanā, gan ierobežoti, esošu prepozīciju, jo [9,10] tā ir lietota

Using 2-colorings in the theory of uniquely Hamiltonian graphs

We use the concept of 2-coloring in analyzing UH3 graphs and building exact specifications of functions to find new UH3 graphs by Hamiltonian cycle edge extraction

Kā mācīties (senās) valodas

Author tells about his experience of learning of some ancient languages. Author introduces a notion the road starting paradigm in order to help for a student of ancient language to start to organize his/her study tools and methods. How to exclude/understand grammar/grammarian suggestions and hints are given