Sure, but anything that tried to explain the observations would be a dark matter theory, and if that theory involved particles, it’d be a particle theory.

Dark matter isn’t a theory, nor is it particles, it’s just a body of observations that’s poorly named. In that sense, dark matter definitely exists, we just don’t know in what shape or form.

They don’t “communicate” faster than light, the wave function itself is non-local and collapses non-locally.

Dark matter is not a thing, it’s an observation, a phenomenon that was poorly named. There’s so much evidence under the name “[d]ark matter” that we can’t discount it as a real phenomenon. We just don’t have a strong evidence for a single dark matter theory (theory in the scientific sense of the word, not the colloquial one).

https://youtu.be/cHEOsKddURQ

Here is an excelent Kurzgesagt video.

It’s the slowest in speech and the one that conveys information the slowest too.

Brazil

My S21 FE has automatic call recording natively, you only have to go to the settings and enable it.

I’ll add Spanish! “Alfil”, taken from arabic “(al-)fil”, taken from persian “pil”, meaning “the elephant”, since at some point in the past the piece was, evidently, an elephant.

States are defined by sovereignty over territory and a group of people. They are what we commonly call countries. [1] The United States, Great Britain, and Nigeria are all examples of states

https://chass.usu.edu/international-studies/aggies-go/nation-states

No, it’s correct. You define the operation by it’s properties. It’s not saying that “a plus 0 = a” but “the result of applying the binary operation ‘+’ to any number with 0 should give the original number.”

• is just a symbol. You could instead write it as +(a,0)=a and +(a,S(b))=S(+(a,b)).

You have to have previously defined 1=S(0), 2=S(1), 3=S(2), and so on.

Thanks for your reply!

I hate having to cater to the lowest common denominator, I had to struggle with un-engaging classes all throughout elementary and middle school. I’ve seriously thought about becoming a teacher so I’d like to ask, in your experience, what happens to the children that are able to process more advanced information? Can something be done to keep them engaged and nurture their development too?

Edited an unfortunate typo

Commenting to check later.

The system works perfectly, it just looks wonky in base 10. In base 3 0.333… looks like 0.1, exactly 0.1

Do you know what an irrational number is?

Sure, let’s do it in base 3. 3 in base 3 is 10, and 3^(-1) is 10^(-1), so:

1/3 in base 10 = 1/10 in base 3
0.3… in base 10 = 0.1 in base 3

Multiply by 3 on both sides:

3 × 0.3… in base 10 = 10 × 0.1 in base 3
0.9… in base 10 = 1 in base 3.

But 1 in base 3 is also 1 in base 10, so:

0.9… in base 10 = 1 in base 10

Carbohydrates are the ones with (H20)n

https://en.wikipedia.org/wiki/Supertask

I really like that description! The study of choice. I think that under that lens I’ll be able to appreciate art in a new way. Thanks.

But snakes are legless lizards. Link to youtube

Edit: Wrong link, I’ll leave the previous one anyways because it’s also fun https://youtu.be/_5jNZyoSszE