Re: JSH: One mystery remains
- From: "T.H. Ray" <thray123@xxxxxxx>
- Date: Sun, 10 Dec 2006 08:31:02 EST
I want to know why any of you would think that I am
wrong at this
point.
Because mainly, you have provided no context in which
one could even possibly think that you are right.
One does not just "throw out some ideas" and "play
around with some concepts" and come up with what is,
to a mathematician, a recognizable proof.
Proof has form and meaning. You have to supply that,
not your reader.
Forget the calculational examples. Even aside from the
fact that many of them are clearly wrong, they have
no meaning outside of theorem and theory.
Mr. Harris, it really is not all that difficult to
learn proof methods. Yes, it is hard to execute them,
and hard to know which to apply to the problem at hand.
If your object is to convince anyone that you know what
you are doing, however, you must challenge yourself to
learn the language.
Tom
.
This is very important.
Why would any of you given what has happened from the
publication in
the math journal, to my having this neat prime
counting function find,
to a very simple explanation with a second proof that
removes any
mathematical doubt about my research, think I'm
wrong?
Or if you don't think any of that is true, why not?
Why do you think people argue with me all the time
when it's usually
the same people replying to similar arguments over a
period of
literally years?
How do you explain all of that thinking I am wrong?
What do you think is actually going on here?
Your answers are very important.
I need to know how you are thinking here.
James Harris
- Follow-Ups:
- Re: JSH: One mystery remains
- From: jstevh
- Re: JSH: One mystery remains
- From: Proginoskes
- Re: JSH: One mystery remains
- References:
- JSH: One mystery remains
- From: jstevh
- JSH: One mystery remains
- Prev by Date: Re: A diofantine equation
- Next by Date: Re: C2 spline interpolation
- Previous by thread: Re: JSH: One mystery remains
- Next by thread: Re: JSH: One mystery remains
- Index(es):
Relevant Pages
|