u/ali9128

hey guys! i just finished the seirei gensouki anime, and it was fucking trash! but fr it has so much potential, like the story and the world is fucking amazing, and it got me really excited to continue on the original work! my issues with that artistic trash are:

1. all characters talk in an exaggeratedly formal tone even close acquaintances, like what you mean in the middle of the exciting rio x lucius battle, rio set out to protect Flora and when he did he just said in a noble formal calm tone "ARE you OKAY?" then she replied with "y-YES THANK you very MUCH." in the same manner??? like wtf in the middle of a battle? i couldn't tolerate close characters'tine with each other, but even in a decisive battle??

2. the slice of life moments of the anime are so boring and it has no comedic or dramatic element! even when a Funny situation happens instead of making it comedian using timings or stylistic shifts like super deformed to make some comedic vibe they just laugh it off like aristocratic nobels!!!

3. the animation and drawing style is so trash and there are no genuine feelings put in it, i can't really know what a character is going through by only looking at them, i know rio is having a hard time and he just desires to be calm, but what is wrong with others' expressionless flat drawing??

so i am just saying do the LN give the story and the world what it deserves???

i have a question that's been bothering me in the field of differential calculus regarding the linguistic logic behind the definition of the derivative. I find it illogical, because based on the limit definition it studies the behavior of the slope(derivative) as h approaches zero.

m(h)=(f(x+h)-f(x))/h

Though, This approach suffers from the same problem as Newton and Leibniz's works and is subjected to the same criticism introduced by George Berkeley. cause, even with a limit, we algebraically reduce the function to eliminate h in the denominator, and then we study the behavior of the derivative as h approaches zero. This literally makes you treat h initially as a non-zero number, and then suddenly make it zero.

My problem is with the linguistic logic of this approach, and certainly i believe, though I'm not certain, that Cauchy-Weierstrass dealt with the derivative as a two-step algorithm. First, he calculates the derivative for any value of h that is not equal to zero, for example.

f(x)=x^2

f'(x)=((x-h)^2 -x^2)/h where h is R/{0}

f'(x)=2x+h

Then, after evaluating and reducing the derivative, he redefines it as a function of h where h can be zero.

f'(x)=2x+h where h is R/{0}

g(h)=2x+h where h is R

then taking the limit of this new function as h approach 0.

lim(h->0)(g(h))=lim(h->0)(2x+h)

g_l(h)=2x

This is because the limit of the function before algebraic reduction equals the limit of the function after algebraic reduction.

lim(h->0)(g(h))=lim(h->0)(f(h))

and since the function after algebraic reduction fills the gap... At zero, we can then find the derivative in the context of instantaneous change!!

so my problem is just how you put a limit before reducing and you have the right to ghost it and just reduce h then oh its ok you can now calculate the limit where if i do not follow this where i can because there is no order operator that tells me why i get 0/0.

حصلت على القليل من المال، فهسة شنو؟ هل نزول قوي؟ صعود قوي؟ ركود؟

ليش هاي الدفعة مجلوبة ومكتئبة رغم همة لا بوقت تتراكم عليه مواد ولا ينحصر بالوقت وهو اول سبب يخلي طالب السادس يكتئب من غير انو لا واجه ضغط الدوام ولا ضغط الامتحانات ولا هو بفترة المراجعة الي اي غلط ينجم عنه ندم جبير، فشبيك يا طالب السادس؟؟!!!

انا عندي رغبة ابدا بتدريس المنهج العراقي (عالنت-يوتيوب)، ولكن متحير بين انو التزم بالعادة ويكون اهتمام الكورس هو شلون تجيب 100 لو التزم بالمبادئ واخلي اهتمام الكورس هو الفهم(هالشي يظطرني وغصبا علي اطلع برا المنهج)، فالسؤال موجه الك يا طالب وخصوصا طالب السادس اعدادي شنو تفضل وشنو رايك عن المدرس الي يحاول يفهمك المادة على الرغم هاي زيادة لان انت ما مضطر تفهم لان هذا الواقع التعليمي الخايس مع ملاحظة انو اذا احاول اخلي اهتمام الكورسين انو تجيب 100 وتفهم بنفس الوقت شي مقدور ولكن هنانا الطالب ممكن يعترض لان راح ازيد المادة عليه. شنو رايك؟ وايضا من اهدافي الربح طبعا بس بالمعقول دون الاثقال على الطالب!