## User Tag List

1. You should post more, Wildcat.

You're one of the most intelligent people I've ever encountered. It's unfortunate that other people don't take the time to decipher.

Reading isn't learning. Learning isn't comprehension. Different articles.

2. Originally Posted by Night
You should post more, Wildcat.

You're one of the most intelligent people I've ever encountered. It's unfortunate that other people don't take the time to decipher.

Reading isn't learning. Learning isn't comprehension. Different articles.
Thank you, Night. Good to see you.
People are busy. Midsummer and holidays.

It is interesting, though. The dichotomy of a hundred and 36 interlinked.
When we look at one side we may not immediately see the other side.
18 - 18 = 0

It is about the lowest common denominator really, between the neighbouring primary axioms:

43210
54321
65432
54321
43210

fourwise.

10 + 15 + 20 + 15 + 10
4 + 9 + 14 + 19 + 24 back in the five

10 - 4 = 15 - 9 = 20 - 14

6 + 6 + 6 = 18

15 - 19
10 - 24

3. Preference is not about how much; quantity is. Preference is qualification. The lowest common denominator. MBTI.
In a play of cards you pick and choose in order of preference.

In Italy they use wind-doors to shut the wind-ows. The blind has the reverse side: The quantity. The numbers are in the pack.

THE DICHOTOMY OF D

D = - B

Quantification and qualification. A double two-set of a table.

XXXXX
XXXXX
00O00
00O00
00O00

00000
X0000
XX000
X0000
00000

or

XX000
XX000
XX000
XX000
XX000

0XXX0
00X00
00000
00000
00000

You have established a wave contour XXX .. > .

Turn a table of D clockwise. You have a table of A:

0XXX0
00X00
00000
00000
00000

000XX
000XX
000XX
000XX
000XX

Lay now the other A upside down:

00O00
00O00
00O00
XXXXX
XXXXX

00000
0000X
000XX
0000X
00000

Turn the B as you turn the page of a book:

00O00
00O00
00O00
XXXXX
XXXXX

00000
X0000
XX000
X0000
00000

Interchange between the disposition of each.
Differentiate the number in the pack.

4. Expansion of and in the loci.

100 = 36 + T(36) + 1

36/4
36 - 4

9 = T(1) - 1 = 32 - T(32)

4 X 9
9 X 2

T(492)?

5. 36/4 c. 100 - 1

we had 9 = 32 - T(32)
99 = 392 - T(392)

T(492) = T(392) + 1

99 - 22 = 77

T(1)
+ 36/2

(36/2) +
(T)1 =

6. adding more dimensions now, I see

I suppose that math is the best way of expressing the multi-dimensional in a two dimensional form... pictures are often inadequate for doing so... but where does personality movement come in? the real confusion for others is usually that once they've looked at all of the facets they change again... nobody will ever constantly be the same 2 times, just as no two people are exactly the same... though it's right to use something like numbers to capture a variation that complete

sorry, it was the math classes that I skipped out on!

7. Catch-22?

Or Catch-21.

Wonderful as always, wildcat - illuminating and perceptive.

The problem with the world is that it is not flat: this would solve the cartographer's problems. The mapmaker solves his problems by creating cones, cylinders and planes. One standard parallel, two standard parallels.

And in so doing creates a new set of problems.

Remember There Was An Old Woman?

8. Originally Posted by whatever
adding more dimensions now, I see

I suppose that math is the best way of expressing the multi-dimensional in a two dimensional form... pictures are often inadequate for doing so... but where does personality movement come in? the real confusion for others is usually that once they've looked at all of the facets they change again... nobody will ever constantly be the same 2 times, just as no two people are exactly the same... though it's right to use something like numbers to capture a variation that complete

sorry, it was the math classes that I skipped out on!
Exactly. A good comment.
We are bound by flatness. A problem is turned to an advantage.

The contours of the personality movement are there already. We have not reached the limit of the two dimentional facet yet.

It is good you skipped the math classes!
What an exquisite bore. I skipped them, too.

9. Originally Posted by bananatrombones
Catch-22?

Or Catch-21.

Wonderful as always, wildcat - illuminating and perceptive.

The problem with the world is that it is not flat: this would solve the cartographer's problems. The mapmaker solves his problems by creating cones, cylinders and planes. One standard parallel, two standard parallels.

And in so doing creates a new set of problems.

Remember There Was An Old Woman?
True.

There is no way to tract it.
We are the problem. The object is all right.

10. What if, instead of dividing, you multiply?

Ie:

22/2 = 11
22*11 = 242
T(242) = 242
T(X) = X
T = X

(which of course happens with all multiples of 11).

242-11 = 231
231/11=21
Since we first used 2 and 11:
(T(231)/2)/11 = 6
Or ((T(231))*2)+11=23

So it can be anything from Catch-21 to Catch-23.

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