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Unsolved Problems in . . .
, 2009
"... We have sorted the problems into sections: A. Taking and Breaking B. Pushing and Placing Pieces C. Playing with Pencil and Paper D. Disturbing and Destroying ... They have been given new numbers. The numbers in parentheses are the old numbers used in each of the lists of unsolved problems given on ..."
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We have sorted the problems into sections: A. Taking and Breaking B. Pushing and Placing Pieces C. Playing with Pencil and Paper D. Disturbing and Destroying ... They have been given new numbers. The numbers in parentheses are the old numbers used in each of the lists of unsolved problems given
in Unsolved Problems
, 1996
"... How does formal education inspire ethnic hatred between two groups of people? Some scholars state that a nation’s collective memory is often shaped by the content that is included and excluded in textbooks and curricula (Podeh, 2002). Thus, the educational framework and materials with which student ..."
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How does formal education inspire ethnic hatred between two groups of people? Some scholars state that a nation’s collective memory is often shaped by the content that is included and excluded in textbooks and curricula (Podeh, 2002). Thus, the educational framework and materials with which students are taught affects their world perceptions as well as how they define themselves and others. According to critics on both sides of the debate, the portrayal of the “other ” in Israeli and Palestinian textbooks perpetuates hate, leads to increased violence, and hinders the overall peace process in the Middle East. Students from both Israel and Palestine are exposed to negative representations of their enemy. However, opinions differ widely on the extent to which the different educational approaches, as manifested in curricula and textbooks, lead to hatred of the other. The divide that exists between the two peoples can pervade all aspects of their respective societies. This analysis will focus primarily on reviews of textbooks and curricula. Moreover, I hope to examine how Palestinian textbooks, as a product of the curriculum, portray Israel. I will also assess the representation of Palestinians in the texts used in Israeli schools. Israeli and Palestinian critiques about the educational products of the other country will also be presented. Finally, an understanding of how and why hatred for the other is perpetuated in the two cultures may help to more concretely explain the creation of a culture of intolerance.
and unsolved problems
, 2000
"... Motivation: The DNA sequences of entire genomes are being determined at a rapid rate. Whereas initial genome sequencing efforts were for organisms chosen to be widely spaced in the tree of life, there is a growing emphasis on projects to sequence a species that is sufficiently similar to an already ..."
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Motivation: The DNA sequences of entire genomes are being determined at a rapid rate. Whereas initial genome sequencing efforts were for organisms chosen to be widely spaced in the tree of life, there is a growing emphasis on projects to sequence a species that is sufficiently similar to an alreadysequenced species to allow direct comparison of those two DNA sequences. This and other changes in genome sequencing strategies have created a strong need for new methods to compare genomic sequences. Results: We sketch the current state of software for comparing genomic DNA sequences and outline research directions that we believe are likely to result in important advances in practice. Contact:
Ten Unsolved Problems in Rendering
, 1987
"... This paper reviews developments in image systhesis as a whole, and lists the ten currently unsolved problems. ..."
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This paper reviews developments in image systhesis as a whole, and lists the ten currently unsolved problems.
Unsolved Problems about Supernovae
, 903
"... Abstract. A number of unsolved problems and open questions about the nature and the properties of supernovae are identified and briefly discussed. Some suggestions and directions toward possible solutions are also considered. ..."
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Abstract. A number of unsolved problems and open questions about the nature and the properties of supernovae are identified and briefly discussed. Some suggestions and directions toward possible solutions are also considered.
UNSOLVED PROBLEMS IN INTUITIVE GEOMETRY
"... One aspect of Klee’s mathematical activity which will be influential for a long time are the many open problems that he proposed and popularized in many of his papers and collections of problems. The best known of the collections is the book “Old and New Unsolved Problems in Plane Geometry and Numbe ..."
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One aspect of Klee’s mathematical activity which will be influential for a long time are the many open problems that he proposed and popularized in many of his papers and collections of problems. The best known of the collections is the book “Old and New Unsolved Problems in Plane Geometry
SOME UNSOLVED PROBLEMS
, 1957
"... ... gave occasion for an informal lecture in which I discussed various old and new questions on number theory, geometry and analysis. In the following list, I record these problems, with the addition of references and of a few further questions. ..."
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... gave occasion for an informal lecture in which I discussed various old and new questions on number theory, geometry and analysis. In the following list, I record these problems, with the addition of references and of a few further questions.
Unsolved problems in combinatorial games
 IN R.J. NOWAKOWSKI, ED., GAMES OF NO CHANCE
, 1996
"... This periodically updated reference resource is intended to put eager researchers on the path to fame and (perhaps) fortune. ..."
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Cited by 23 (0 self)
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This periodically updated reference resource is intended to put eager researchers on the path to fame and (perhaps) fortune.
Unsolvable problems and philosophical progress
 American Philosophical Quarterly
, 1982
"... Missing epigraph, p. 289: Commitment is not an outcome, but a process. (Cited in Perry 1981b: 5.) p. 289, col. 1, para. 2, L. –4: ‘metaphyhsical ’ should be ‘metaphysical’ L. –2: ‘psuedo ’ should be ‘pseudo’ col. 2, L. –3: ‘÷ ’ should be ‘×’ L. 10: ‘miles ’ should be ‘feet’ p. 291, col. 1, L. –3: ..."
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Cited by 6 (6 self)
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Missing epigraph, p. 289: Commitment is not an outcome, but a process. (Cited in Perry 1981b: 5.) p. 289, col. 1, para. 2, L. –4: ‘metaphyhsical ’ should be ‘metaphysical’ L. –2: ‘psuedo ’ should be ‘pseudo’ col. 2, L. –3: ‘÷ ’ should be ‘×’ L. 10: ‘miles ’ should be ‘feet’ p. 291, col. 1, L. –3: ‘define ’ should be ‘defend’ p. 294, col. 1, L. 3: ‘ontoloico ’ should be ‘ontologico’ ‘coint ’ should be ‘coin’ p. 295, col. 2, para. 0, L. –2: ‘superceded ’ should be ‘superseded’
Some unsolved problems
, 2010
"... Here are some mathematical problems that are, as far as I know, unsolved, and which I have encountered in recent work. 1 Series for π A great many rapidly converging series for π are known. Most often they are of the form π = ∑ tn, n≥0 where tn is a hypergeometric term, that is, tn+1/tn is a rationa ..."
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Here are some mathematical problems that are, as far as I know, unsolved, and which I have encountered in recent work. 1 Series for π A great many rapidly converging series for π are known. Most often they are of the form π = ∑ tn, n≥0 where tn is a hypergeometric term, that is, tn+1/tn is a
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