Monday 18 November 2013

A Letter of Complaint to The Mayor of London, Mr. Boris Johnson!


 Dear Sir,

Re: A Formal Complaint:-  Mr SHABPAR, Vehicle Reg., KH04VUL (TF60389586, 13/12/2013, 14:42)
We write with regards to the matter above. We would like, if we may, to refer to all our communications and correspondence to date, in particular, we must refer you to the 5th Paragraph of our letter dated 20/05/2013. We are, as we have already informed you, writing to challenge Transport for London in issuing the notice; for variety of reasons.

First and foremost, if the intention of the Mayor of London, i.e., Mr Boris Johnson, as we would like to believe, is to reduce congestion in Central London and help the climate of the Globe, why motorists who have enter the zone, i.e., for whatever reason, could not be prompted to pay the amount set and levied through the usual channels, easily achievable, given the state of technology available today, in particular to the Mayer of London and the organisations which are supposed to be accountable to him and the people. Why on earth, we would like to know, so The UK residence and the people of the Globe, why there is a need for the Mayer to employ an army of people at the expense of the tax payers under the umbrella of ‘Congestion Charging’ to issue fines to motorists because of failing to pay the charge, probably for some good reasons, causing them aggravation, inconveniences, and wasting their time and efforts in dealing with you? Would it not be more constructive and helpful, if your organisation were to employ carrots rather and stick, when dealing with the motorists? After all you owe your job and livelihood to the very motorists who use the congestion zone. Is this not so?

Second, at the space and the time that it is alleged it was our vehicle entered the so called ‘congestion zone’, given the evidence, i.e., the photo provided by your organisation on PCN, would not do; for many good reasons.

Third, you may also be interested to know that on 13/12/2013 we had to pay a visit to the House of Parliament, for good reasons. Naturally we made a prior arrangement with Met Police. If need be, you can verify it with them or perhaps verify it on Google.

Fourth, the PCN that you have sent us, i.e., this ‘legal document’, that being utilised by your organisation on behalf of the Mayor of London in order to fine motorists can be scrutinised, criticized, and challenged from the beginning to the end, on all its sections and paragraphs, at least by our organisation. As far as we are concerned, the primary aim and purpose of this so-called ‘legal document’ is to tax motorists as if they were not paying enough to Her Majesty’s Government for utilising their vehicle: - Road Tax, Duties on Petrol, MOT, etc. The Mayer of London ought to know.

Fifth, we would like, if we may, to know, so do the motorists who have and being fined by you, how comes Transport for London and Congestion Charging are VAT Registered? In other words you fine motorists, adding also 20% VAT to PCNs. What a scandal!

We are, as we set out in the first paragraph, writing to ask you for refund of £60, paid, all in good faith, on our behalf by Ms S. Mehrjou in a letter sent recorded, dated 11/05/2013 and costing us £1.70, in our absence from the UK. For, you perhaps could not help but kept blackmailing us to pay or otherwise… Please note that it is our expectation form your organisation, acting on behalf of the Mayer of London that the amount of the refund would reflect not only the costs and charges we have incurred to date, but also the interest and rate of inflation, based on ‘official figures’, as broadcast by the Bank of England and Chancellor of the Exchequer from time to time.

Yours truly,

Mr. SHABPAR, Majid, The Director,
For & On Behalf Of IETCAD Co. Limited,
London, November 12, 2013

A Short Essay On The Iranian Nuclear Program, The Sanction Against the Country by The United States of America & Its Allies, and The Human Right Issues in Iran!


A Short Essay On The Iranian Nuclear Program, The Sanction Against the Country by The United States of America & Its Allies, and The Human Right Issues in Iran!

It has been my intention for sometime to write a shot essay on the subject. Given that at this very moment in space and time, there is a diplomatic initiative in Geneva, Switzerland, primarily initiated by the Government of Iran, perhaps time has come for me to write.

This is just a humble effort, on my part; a short contribution, if I may, in the hope that it might help to bring about a change of heart in those who are, for one reason or another, opposed to the lifting of the sanction against the country, which in my humble opinion, is serving no purpose, but in the first instance hurting the ordinary Iranian people. 

First and foremost, it is undeniable historical fact, forgotten and denied by some Western Media and politicians, that it was the American Government, which built the 1st Atomic Bomb. On the eve of World War II, Albert Einstein endorsed a letter to President Franklin D. Roosevelt alerting him to "extremely powerful bombs of a new type" and recommending that the U.S. Government begin to research. This eventually led to what would become the Manhattan Project.

Einstein was in support of defending the Allied forces against Nazi Germany, but largely denounced using the new discovery of nuclear fission as a weapon.

It is April 1945. President Roosevelt has died. Harry S. Truman has become 33rd President of the United States of America. The Bomb is being built in Los Alamos, New Mexico, with collaboration of German Mathematicians, Scientists, and successfully being tested.

Nazi Germany has been defeated. Berlin, the capital of the Third Reich, is under the occupation, in the East, by The Soviet Union, and in the West, by the Allied Forces.

It is August 1945. The war in Pacific Ocean has already been won given many human scarifies. Japan is on the verge of defeat and surrender. President Truman endorses dropping of two Atomic Bombs on Japan, on the city of Hiroshima and Nagasaki. He commits the worst atrocity against human race. For what reason!

The action of the Government of the United States of America alerts Josef Stalin to build the Bomb within a relatively short space of time; leading to the cold war between the West and the East. In other words, the US Government must take full responsibility for the proliferation of the atomic weapons, initially and primarily to the countries of the North Atlantic Treaty (NATO), i.e., its own allies.   

It is also a historical fact that ever since the cold war, no head of state has dared to use the bomb for military gain or purpose; for many good reasons. There was a brief conflict on Cuban Missile Crisis between John F. Kennedy and First Secretary of the Communist Party of the Soviet Union, Nikita S. Khrushchev. It is well known fact that a compromise between the two leaders emerged, initiated by Khrushchev.

The Iranian Government has consistently informed the whole world that the enrichment of uranium is for harvesting nuclear energy for domestic use and that Iran has no ambition or intention to use it for military purpose or to build Atomic Bombs. However, let us, for the sake of argument, assume that Iran has the desire and the ambition to build the bomb, for whatever reason. First and foremost, the United Stated of America and its allies, i.e., The United Kingdom, Germany, France, etc., have no right to dictated their will on Iran, given that not only they have no intention to disarm, but also they are constantly building and accumulating more sophisticated and destructive weapons; for what purpose! Secondly, the whole region is littered with atomic bombs; Israel, India, Pakistan, etc. Let Iranian Government also build the bomb, i.e., for its own reasons. Would they dare to use it? Could they use it against the state of Israel? Of course not! I for one, and perhaps majority of people on the planet earth, happen to see no conflict of interest between the people of Israel and that of Iran; between Jews, Muslims, Christians, etc.; wherever they happen to be at this moment in space and time.   

Therefore, I wish to ask, so perhaps, many other individuals, why the United States of America and its allies do not stop pursuing their futile policies, when they can apply and exercise common sense in their foreign affairs and policies when dealings with other nations. What is this so-called ‘national interest’ that they constantly refer to? To what end and to what purpose!  

I would like, if I may, also to add that I for one, and many people and individuals, men, women, young, and old, are not for the use of nuclear energy and construction of atomic power stations, for variety of good reasons. First and foremost, it is not safe, at least, at this moment in space and time. There are many examples one can provide. Tsunami in Japan is a good one. Secondly, we have the technology to burn Hydrogen as an alternative source of energy, available, virtually unlimited, to mankind. Why there is such a resistance on the part of Oil Companies and many head of states, given the contamination of the planet and its atmosphere as a result of burning of fossil fuel and the radiation from nuclear plants? Just consider the imbalances caused to the ecology of the mother earth and the latest devastation caused by hurricane in Philippine, heading for Vietnam, at this very point, in space and time.

Last but not the least, on the question of human rights, though its violation in any form and shape, naturally is objectionable by all descent and conscientious people, let us face it, the America Government and its Western Allies, I regret to say, do not enjoy much credibility, even in the eyes of their own people, and the rest of the world, when it comes to respect human rights. Just consider the discrimination against blacks in different states of America, the war in Vietnam, the US foreign polices in Iran, Latin America, the war in Iraq and Afghanistan. Just bear in mind the crimes committed by the British Government in Ireland, India, China, in Iraq and Afghanistan. Consider French colonial past in North Africa. The crimes committed by the Third Reich against the Jews, disabled, communists, etc. For goodness sake, consider they way the State of Israel behaving in Palestine! Once upon a time Jews, Christians, and Muslims were living happily together in piece there. I wonder what went wrong!

Therefore, I would like, if I may, so perhaps majority of the working people whole over the Globe, to ask President Obama and the Head of States of its allies why for goodness sake are employing double standard! Why pretending and boosting on their bourgeois democracy, i.e., the democracy of small minority of perhaps not more than 1% of 7,000,000,000 or so of the population of the world! 

In conclusion; the news has just broken out that the talks in Geneva has ended without producing the result, one would have hoped for. Naturally Iranian people are very much disappointed, and perhaps for good reasons, that the efforts of their government has not produced the result they were hopping for. So I dare to add that the same applies to majority of the working people whole over the globe; that is to say, seeing no sense in the hostility directed by the US Government, its Allies, which includes the State of Israel, towards Iran. Let us face it that at the end of the day not only this is affecting and hurting the Iranian people, but also the rest of the world.

I have said, in this sort essay, what I set out to write. I hope I know what I want. Hence I must, if I may, end here and leave it to the readers to make up their own mind and to be the judge of those who were in Geneva. 

SHABPAR, Majid, The Director,
For and on Behalf of Ietcad Co. Limited,
London, Sunday, 10th of November 2013
  
NB:
Published on World Wide Web, sent to the national and international press & media, and
To Whom IT May Concern.

The Current State of Affairs in the Teaching of Mathematics



The Current State of Affairs in the Teaching of Mathematics

Mathematics is the most important tool ever invented by man. The history of Mathematics and its impact on human society and culture is the best testimony to this fact. For, it is the refinements of Mathematical ideas which provides the essential turning points in the history of mankind, giving rise not only to the enhancement of the existing tools but also the development of new ones in different spheres of human activities, such as architecture, astronomy, engineering, science, physics, chemistry, biology, geology, agriculture, economics, technology,… The manifestation of this can be seen or witnessed in the finest monuments ever built, invented, or created by man, such as in the Pyramids of Giza, in Egypt, in the Palaces of Alhambra in Granada, in Moorish Spain, in the majestic buildings and monuments of the city of Isfahan, in Iran, in the music scores of Johann Sebastian Bach (1685-1750), Wolfgang Amadeus Mozart (1756-1791), Ludwig von Beethoven (1170-1827), in the development and refinements of micro electronic on the silicon chip, in the construction of Particles Accelerator in Geneva, Switzerland.   

Mathematics acts, so to speak, as a magnifying glass, enabling man to visualize and penetrate into the structure of atoms, to provide theoretical description in the behaviour of subatomic particles in Quantum and Nuclear Physics. It enables man to explore the space, in the Mathematics of Johannes Kepler (1571-1630), in the Mechanics of the universal gravitation force and the laws of motion of Sir Isaac Newton (1642-7127), in the infinitesimal Calculus of Gottfried Leibniz (1648-1716) and Sir Isaac Newton, giving rise to the Mathematical description of the universe, its birth, its geometry, its topology. It provides theoretical description of the emergence of matter and anti-matter and their transformation back into energy in the Theoretical Physics and Astrophysics, in the equations of Albert Einstein (1879-1955) of the Special and General Relativity, enabling man to harness, regardless of its devastating consequences, the atomic energy. Mathematics enables man to probe into the origin and chemistry of life, here on earth, or anywhere in the universe, to discover the molecular structure of DNA, providing the foundation for genetic engineering in the production of crops, in finding cures for diseases.

Arithmetic starts with the set N of Natural or Counting numbers, {1,2,3,4,…}. Counting is not unique to man’s ability. Other species can count. That is to say, they have developed the ability to differentiate between 1 or 2 or 3, … collection or set of objects in their habitat, in their struggle for survival, in their adaptation to their environment in the Process of Natural Selection.

In the history of Mathematics, the emergence of nothing or zero (0) is relatively recent. In the Roman Numerals zero does not exist. It does not manifest itself. Hence in the Roman arithmetic, it is quite cumbersome to count, add, multiply and provide numerical representation, especially for very large or very small numbers. This limitation of Arithmetic dissipates and disappears, the moment 0 (zero), the concept of nothing prevails in human culture, giving rise, not only to the arithmetic in the decimal system, in base 10, with ten Arabic symbols or numerals, but also, to other number bases, such as the binary system, base 2, with two symbols, 0, and 1, which provides the foundation for the digital systems in the micro computers, and the Hex Decimal, base 16, which provides a concise representation of 4 bits in the only language that the machines can understand, i.e., a sequence of 0s and 1s.

In the Algebra of solving equations, the set W of Whole numbers, {0, 1, 2, 3,...}, are extended to the set I of Integers, i.e., positive and the negative whole numbers, which in turn are extended to the field of Rational numbers. The Mathematical structure of the field of Rational numbers remains incomplete until the introduction of irrational numbers, leading to the Algebra of the Real numbers. The Real numbers are in turn extended to the field of Complex numbers.

Mathematics even enables and facilitates man to formally define the grammar of natural languages, an insight into which give rise to 3rd and 4th Generation of Computer Programming Languages (GL), such as C in the development of UNIX Operating System at Bell Lab, C++, Java, COBOL in the further development and refinement of Operating Systems and application software in software engineering, Prolog (Logic Programming) and its application to Medical and Hardware Diagnostics, Lisp and its application to the field of Artificial Intelligence (AI), in the robotics and automation of processes of production. They provide the bases for the design and the development of Relational Databases, Computer Aided Design and Manufacture, the design of Micro Processors in VLSI, refinement of Man Machine Interfaces, such as graphical user interfaces, Speech Recognition and Image Processing. These are only some of the fine examples of the application of 3 GL and 4 GL programming languages in software engineering. 

What I am really trying to say is this. Without good and in depth knowledge of Mathematics, one is not equipped and is not well prepared for the challenges of every day life. One is unable to make a positive contribution to the welfare of human race and the advancement of the society.

In the human biology, Mathematics starts at the very moment that egg and sperm unite. i.e. , the moment the human egg is fertilized and embryo is formed, whether in the womb of a female during the artistic act and expression in the sexual reproduction, or in the artificial  insemination in a test tube, in a lab. One and one unite; hence 1 + 1 gives rise to 1. Cell division starts, 1, 2, 4, 8, 16, 32,… In the discrete Mathematics of powers of 2; in the functional relationship or mapping of Whole numbers, {0, 1, 2,...}, into its proper subset, {1, 2, 4, 8, 16, 32,…, 2^(p – 1)}, closed under the operation of multiplication of the modular arithmetic of p (p assumed to be a prime number), after approximately 9 month, this process of cell division,  comes relatively to its end, culminating in the birth of human kind, a male or a female. This act of sexual reproduction is to go on, so to speak, forever, until the doomed day.

In modern astronomy, in cosmology, Mathematics starts with the birth of the universe, i.e., it starts with the act of creation at the moment of the big bang, about 14 billion years ago, and so it is estimated. The energy released, transforms into matter, subatomic particles. An electron and a proton unite, forming the simplest atomic structure, H, an atom of Hydrogen.  Hydrogen burns in the furnace of a star, say, in the Sun in our solar system, in the Milky Galaxy, in the nuclear fusion to form Helium. An electron and a proton unite, giving rise to an atom of Hydrogen. Hydrogen fuses with Hydrogen to form Helium. This nuclear process goes on for millions of years, culminating in the formation of the organic chemistry of amino acids, the basic constituents of proteins, leading to the development of life on the planet earth or perhaps on some other planets elsewhere in the universe.

Mathematics begins with a set of definitions or axioms. The concept of set, i.e., a well-defined collection of objects, with its Mathematical operations, i.e. the algebra of sets, forms the foundation of Mathematics. Abstract algebra is the study of the set of objects together with certain underlying binary operations, satisfying a set of axioms, i.e., groups, rings, fields, and vector spaces. 

To start with, the set N of Natural numbers is closed under the operations of addition (+) and multiplication (x). That is to say that, the addition and multiplication of two Natural numbers is a Natural number, i.e., they are binary operations. The set I of Integers is a group under the binary operation of addition (+), but not under multiplication (x). The set Q of rational numbers is an ordered field with respect to the underlying binary operations of addition (+) and multiplication (x). Naturally this also applies to the set R of Real numbers, which is a proper subfield of the set C of Complex numbers. However there are no order relations between the members of the field of Complex numbers.   

In the study of Groups in the Abstract Algebra, the set P of Prime numbers, {2, 3, 5, 7,…}, play a crucial role in the algebra of groups of finite sets, i.e., in the modular arithmetic of the prime numbers. The finite groups play an important role in other scientific fields, such as in the study of atomic structures, in the classification of the structure of crystals, in cryptography.  Prime numbers play also an important role in many spheres of human scientific endeavour, such as encryption of data, sent over a wire, sent through World Wide Web.

The algebra of functions under the operations of addition and multiplication over the domain and the co-domain, say, of the set of Integers, Rational, Real, and Complex numbers, with an underlying topology or a metric or a distance, forms the foundation of Mathematical Analysis. It underlies the theoretical development of the limits, the study of convergence of sequences, infinite series, the continuity of functions, derivatives, and the theory of integration, point-wise, and uniform convergence of functions in the Real and Complex Analysis. It forms the foundation for the study of linear functions or operators under the domain and co-domain of norm or topological vector spaces in the linear algebra, such as the study of Matrices, differential, and integral operators over the norm vector spaces. It provides the foundation for the study of general topological vector spaces of functions, of probability spaces, which forms the Mathematical foundation of Quantum Physics, the philosophical and theoretical discussion of the origin of the universe, its past and its future, its coexistence with possibly other universes, in our perception and understanding of the space and time, not only in the flat or Euclidean geometry, but also in Non-Euclidean topological of the spaces and time.

Mathematics is easy to master. Why is it then that our youngsters not only struggle with the subject but also develop a sense of inability, a sense of insecurity, learning to dislike the most important subject in their educational career?  Why is it that given our finest educational establishments, our universities, which attract the finest students in the subject, they still fail in their endeavour to return to the society a large number of able Mathematicians? How tragic it is when one learns or hears that in an act of desperation, a student of Mathematics has committed suicide, often because of avoiding failure, at some finest universities around the glob.

In my humble opinion, the matter is quite simple. To teach any subject, for that matter, it requires two sets of skills:

a)     Expertise in the subject matter;

b)    The ability to transfer knowledge to the learners. This requires a good insight into and understanding of social relations, of sociology of education, of the child developmental psychology.

These two sets of knowledge and skills not only are necessary, but also sufficient for teaching any subject.

Mathematics happens to be the most important subject in the curriculum and the most difficult one to teach. Mathematical concepts are developed, as I have endeavoured to highlight here, at the early age. Therefore if the teaching of Mathematics is inadequately at the very outset, it leads to the development of misconceptions in the learners. Hence they become more difficult to diagnose and rectify at the later age.  

In my opinion, the current shortcomings in the teaching of Mathematics and the current state of affairs in Mathematical education arise from this:

Those who teach Mathematics at schools, in spite of their sincere efforts and their hard work, are not really Mathematicians, and therefore they lack the first prerequisite, i.e., having the expertise in the subject matter. Those who teach Mathematics to the students of Mathematics at universities, i.e., Mathematicians, with the exception of some, lack teaching skills, i.e., unable to transfer effectively their knowledge of the subject to their students. Moreover, there is no continuity in the teaching of the subject from nursery schools to primary ones, from primary schools to secondary ones, and from secondary schools to universities.

To solve the problem, naturally it requires not only sincere efforts and willingness on the part of the educational specialists and educational establishments, in a collective fashion, but also enough allocation of resources by the state.

The budget allocated these days to education in the advanced industrial countries often forms a major component of their Gross National Product (GNP). Yet, I regret to say that a great deal of it goes to waste. In the final analysis, this is due to the crises of leadership or management which manifest itself at all levels of social organisations, in all spheres of social relations of production, at all levels of micro and macroeconomics.

It is my contention here to establish that there is a solution to the current state of affairs, at least with regards to the teaching of Mathematics.

For all my sins, since September 15, 1971, I have lived primarily in the United Kingdom, reading and teaching, among other subjects, Mathematics to all age groups and abilities. Prior to September 1971, I primarily lived in Iran, doing the same. 

In the United Kingdom, I have tried in my own limited capacity, to provide at least some solutions to the problems associated with the teaching of Mathematics, and I have done so, at various stages of my academic career, be it at schools, FE colleges, universities, or industry.  Alas, in my personal experience, British people, with the exception of course of some individuals and academia, for some historical reasons, have shown very little interest in what I may have to offer.

In conclusion, the reason I was inclined to write this short essay is simply this. I am, metaphorically speaking, sitting on a gold mine. In order to exploit it, I need the support and collaboration of many individuals, academia, academic, as well as non-academic organisations. Therefore I am writing to invite, so to speak, all those who are concerned and wishing to do something, even though it may be limited in its outcome in providing some solutions to the problems associated with the teaching of Mathematics.

Shabpar, Majid
Tehran, 16th April 2012
CC:
Professor David Larman, University College London

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