OUR STUDENTS ARE VERIFIERS OF SOLUTIONS!!!!!!

THE SOLVERS OF PROBLEMS DO NOT EXIST!!!!!!


THE WORLD OF VERIFIERS OF SOLUTIONS






THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS

THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSP ACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!


CONTEN TS
CONTEN TS
CONTEN TS
CONTEN TS
CONTEN TS
CONTEN TS
CONTEN TS






THEORY OF COMPUTATION QUESTION BANK
PREPARED FOR DOEACC C LEVEL AND GATE
PREPARED FOR ONLINE UNIVERSITY: ecvarsity
USEFUL FOR CSE, IT AND MCA PROGRAMS
ALL ENGINEERING COLLEGES IN INDIA
PERIOD: 2000-2005
COMPUTER EDUCATION DIVISION
ELECTRONICS CORPORATION OF INDIA LIMITED

BANK I
BANK II
BANK III
BANK IV
BANK V
BANK VI
BANK VII
BANK VIII
BANK IX
BANK X
BANK XI
BANK XII
BANK XIII
BANK XIV
BANK XV
BANK XVI







THE PROOF OF THE PUDDING IS IN THE EATING





THE PROOF OF THE PUDDING IS IN THE EATING

COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS




COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS




COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS


OUR STUDENTS ARE VERIFIERS OF SOLUTIONS!!!!!!

THE SOLVERS OF PROBLEMSDONOT EXIST!!!!!!




COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS

THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!!

(draft-----stray thoughts)**(circa 2009--)
(M J COLLEGE, HYDERABAD)

VANITY FAIR REVISITED
VANITY FAIR REVISITED
VANITY FAIR REVISITED
VANITY FAIR REVISITED
VANITY FAIR REVISITED
VANITY FAIR REVISITED
VANITY FAIR REVISITED


OR

COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS

(A PROCUSTEAN AP PLICATION TO OUTSOURCING)
WITH
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE

( [I NTERACTIVE] VE RIFIERS, SOLVERS)

WITH
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}

(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)


CONTEN TS

PART ?O?: P RE AMBLE
PART I: S TU DY AREA
PART II: V ER IFIERS
PART III: S OL VERS
PART IV: C OMMON SENS E
PART V: THE UNP AL ATABLE

(WITH DUE APOLOG IES TO THE FORMALISERS & OVE R - FORMALISERS)
( THE PROOF OF THE PUDDING IS IN THE EATING)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)

CONTEN TS




PART ?0?
PREAMBLE

Stray thoughts to experiment with COMMON SENSE explanations of Computer Science and Software Engineering by me to myself.

Stray thoughts for you, dear reader, to experiment with COMMON SENSE explanations of Computer Science & Software Engineering by you to yourself.

START OF STRAY THOUGHTS

[I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS!

(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)














START OF STRAY THOUGHTS


[I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS!




PART II
THE WORLD OF VERIFIERS OF SOLUTIONS





CONTEN TS
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
PROLOGUE--THE PROBLEM
THE BIGGER PICTURE OF THE ENVIRONMENT
THE PURPOSE OF THE EDUCATIONAL PROCESS IN THE ENVIRONMENT
THE ENVIRONMENT I: AS PER THE MEDIA REPORTS
OBSERVATION I: THE CONCEPT OF IMPORT SUBSTITUTION
OBSERVATION II: MEGAPROJECTS AND THEIR IMPLEMENTATION
OBSERVATION III: VERIFIERS OF SOLUTIONS OF LABOUR
OBSERVATION IV: THE REUSE OF SOLUTIONS
OBSERVATION V: THE JOB AND STATUS OF THE SOLVER OF PROBLEMS
THE ENVIRONMENT II: THE PHILOSOPHY OF MACAULAY
OBSERVATION VI: VERIFIERS OF SOLUTIONS AND PROCEDURES
THE ENVIRONMENT III: THE EDUCATIONAL PROCESS IN THE ENVIRONMENT
OBSERVATION VII: THE PLIGHT OF TEACHERS IN THE ENVIRONMENT
OBSERVATION VIII: THE EFFECTS OF AN INCREASED SALARY
OBSERVATION IX: THE PHOBIAS OF THE OLD TEACHERS
OBSERVATION X: THE KEYBOARD SYNDROME
OBSERVATION XI: THE MECHANICAL TYPEWRITER IS STILL AROUND
OBSERVATION XII: THE VERIFIERS OF SOLUTIONS
OBSERVATION XIII: TACKLING NEW AREAS OF KNOWLEDGE
OBSERVATION XIV: THE MATERIAL FOR KNOWLEDGE
OBSERVATION XV: ONLY VERIFIERS OF SOLUTION ARE PRODUCED
THE ENVIRONMENT IV: THE ROLES OF SOLVERS AND VERIFIERS IN COACHING
THE ENVIRONMENT V: THE RELATIONSHIP BETWEEN CHAOS AND STARS
OBSERVATION XVI: THE COLLECTIVE WISDOM OF THE STUDENT COMMUNITY
OBSERVATION XVII:WHAT IS IN A NAME? OBSERVATION XVIII: THE CREATION OF BULLET PROOF DOCUMENTATION
OBSERVATION XIX: THE STUDENTS EVOLVE A SOLUTION
THE CREATIVE SOLUTION OF THE STUDENTS
THE NET RESULT: VERIFIERS OF SOLUTIONS ARE TURNED OUT
THE IP=PSPACE MODEL
PROCRUSTEAN USE OF THE MODEL
INFERENCES I: MASTERY OF KNOWLEDGE
INFERENCES II: THE KNOWLEDGE IN PSPACE
INFERENCES III: THE POWER OF PSAPCE
INFERENCES IV: ASSESSING THE KNOWLEDGE ACQUIRED
INFERENCES V: THE PROPERTIES OF PSPACE
INFERENCES VI: ACQUIRING NONDETERMINISTIC THINKING
INFERENCES VII: ACQUIRING SKILLS IN GUESSING SOLUTIONS
INFERENCES VIII: ONLY VERIFIERS OF SOLUTIONS ARE TURNED OUT
A PHENOMENON EXPLAINED
INFERENCES IX: THE USE OF THE INVISIBLE COLLEGES
INFERENCES X: THE RELIABILITY OF THE SOLVER IN THE MODEL
INFERENCES XI: THE 3-TIER MODEL
INFERENCES XII: RECURSION AND MUTUAL RECURSION IN THE LEARNING PROCESS
INFERENCES XIII: THE AVAILABILITY AND USE OF INSTRUCTORS
INFERENCES XIV: THE PERFECT SOLVER IN THE MODEL
INFERENCES XV: THE EFFECTS OF DEGENERATION IN THE SOLVER IN THE MODEL
INFERENCES XVI: THE EFFECT OF A POOR SOLVER
INFERENCES XVII: PUSHING A VERIFIER OF SOLUTIONS TO BECOME A SOLVER
INFERENCES XVIII: THE SOLVER VANISHES IN THE MODEL
INFERENCES XIX: THE SITUATION OF THE STUDENT
INFERENCES XX: OUT OF CHAOS STARS ARE BORN
ANOTHER PHENOMENON EXPLAINED
ANOTHER PHENOMENON EXPLAINED FURHTER
EXTENSIONS TO THE MODEL
INFERENCES XXI: A VERIFIER TRIES TO BECOME A SOLVER
INFERENCES XXII: THE DIFFICULTIES OF A VERIFIER TO BECOME A SOLVER
INFERENCES XXIII: THE PHOENIX AND STARS
OBSERVATION FROM THE HISTORY OF SOFTWARE ENGINEERING
INFERENCES XXIV: A SILVER BULLET FOR SOFTWARE DOES NOT EXIST
INFERENCES XXV: THE IQ OF THE VERIFIER OF SOLUTIONS MUST BE VERY HIGH
INFERENCES XXVI: THE NEED FOR EXCELLENT VERIFIERS OF SOLUTIONS
A SITUATION EXPLAINED
A SITUATION FURTHER EXPLAINED
INFERENCES XXVII: THE OPPORTUNITIES FOR HIGH IQ VERIFIERS
INFERENCES XXVIII: THE RELATIVE DEMANDS FOR SOLVERS AND VERIFIERS
INFERENCES XXIX: HEADHUNTERS AND VERIFIERS
INFERENCES XXX: A BILLION VERIFIERS OF SOLUTIONS WANTED
INFERENCES XXXI: THE ECONOMICS OF CHEAP VERIFIERS OF SOLUTIONS
INFERENCES XXXIII: THE REQUIREMENTS OF VERIFIERS IN THE GLOBAL VILLAGE
INFERENCES XXXIV: THE GLOBAL VILLAGE NEEDS EDUCATED VERIFIERS OF SOLUTIONS
THE ENVIRONMENT REVISITED I: THE BULK OF THE PEOPLE IN THE ENVIRONMENT
OBSERVATION I: THE BANKRUPTCIES
OBSERVATION II: THE CYCLONES
OBSERVATION III:'THE ETERNAL QUEST'
THE ENVIRONMENT REVISITED II: 'SOMEBODY MUST DO SOMETHING'
OBSERVATION IV: THE STUPIDITY OF REINVENTING THE WHEEL
OBSERVATION V: EVERYONE WANTS TO BE A VERIFIER OF SOLUTIONS
OBSERVATION VI: THE CULTURE OF SOLVERS AND VERIFIERS
THE ENVIRONMENT REVISITED III: THE TV SHOWS OF THE VERIFIERS
OBSERVATION VII: THE ARISTOCRATS OF THE WORLD
OBSERVATION VIII: HOW A VERIFIER OF SOLUTIONS BEHAVES IN ROME
THE ENVIRONMENT REVISITED IV: VERIFIERS ONLY REUSE SOLUTIONS
OBSERVATION IX: THE 'CUT AND PASTE' CULTURE
OBSERVATION X: THE MULTIVALUED LOGIC ENVIRONMENT
OBSERVATION XI: THE LOWLY STATUS OF SOLVERS OF PROBLEMS
OBSERVATION XII: THE DIGNITY OF PLAIGARISM
OBSERVATION XIII: REUSE AND THE INTERNET
OBSERVATION XIV: THE CONTINENT OF CIRCE
OBSERVATION XV: DR JEKYL AND MR HYDE
OBSERVATION XVI: THE RESEARCH OF THE VERIFIERS OF SOLUTIONS
OBSERVATION XVII: THE RIGID ADHERENCE TO DOCUMENTATION OF PROCEDURES
THE ENVIRONMENT RECONSIDERED: ORIGINALITY IS A JOKE
OBSERVATION XVIII: THE FEUDAL ARISTOCRATIC MINDSET
OBSERVATION XIX: PRE-AGRARIAN AREAS IN THE ENVIRONMENT
OBSERVATION XX: THE DIVINE RIGHT OF THE ARISTOCRAT
OBSERVATION XXI: THE MINION SHOULD KNOW HIS PLACE
OBSERVATION XXII: THE ARISTOCRATIC WARS OVER CREDIT TAKING
OBSERVATION XXIII: OVERDONE PLAIGARISM
OBSERVATION XXIV: A FUNCTIONING ANARCHY
OBSERVATION XXV: A FUNCTIONING ANARCHY JUSTIFIED BY DOCUMENTATION
THE ENVIRONMENT VISITED VI: THE ARISTOCRACY OF VERIFIERS
THE ENVIRONMENT VISITED VII: NONDETERMINISM & PARTIAL UNDECIDABILITY
THE ENVIRONMENT VISITED VIII: NONDETERMINISM OF ALL TYPES IS A WAY OF LIFE
THE ENVIRONMENT VISITED IX: THE FURTHER RELEVANCE OF THE IP=PSPACE MODEL
THE ADVENT OF THE GLOBAL VILLAGE I: THE QUEST FOR THE MEMEX
THE ADVENT OF THE GLOBAL VILLAGE II: THE NEED FOR MASSES OF VERIFIERS
THE ADVENT OF THE GLOBAL VILLAGE III: THE FISH TAKE TO THE WATER
THE ADVENT OF THE GLOBAL VILLAGE IV: FIREFLIES BEFORE THE STORM?
THE ADVENT OF THE GLOBAL VILLAGE VI: THE EXPLOSION IN THE GLOBAL VILLAGE
THE ENVIRONMENT REVISITED AGAIN: THE SPATE OF REVOLUTIONS
THE SIMPLIFIED MODEL: SOLVERS OF PROBLEMS AND VERIFIERS OF SOLUTIONS
THE PROBLEM FORMULATION: SOLVERS=VERIFIERS?
THE RELEVANCE OF THE EDUCATIONAL PROCESS I: ONLY VERIFIERS NEEDED
THE RELEVANCE OF THE EDUCATIONAL PROCESS II: WHO WANTS SOLVERS?
THE RELEVANCE OF THE GLOBAL VILLAGE I: UPPER AND LOWER END ACTIVITIES
THE RELEVANCE OF THE GLOBAL VILLAGE II: TWO EDUCATIONAL PROCESSESS
THE TWO GOLDEN GOOSES THEORY
THE TWO GOLDEN GOOSES COOPERATE
FATTENING THE GOLDEN GOOSES
THE GOLDEN GOOSES CLAIM TO BE SICK
THE UTOPIAN MODEL FOR THE GOLDEN GOOSES
THE TWO GOLDEN GOOSES MODELLED
THE TWO GOLDEN GOOSES COOPERATE
THE SOLVER OF PROBLEM VANISHES IN SOFTWARE
THE VERIFIER IS SUPREME IS SOFTWARE
EPILOGUE







PROLOGUE

A Utopian model is needed that can be used in the Global Village for the mass production of Verifiers of solutions.


THE BIGGER PICTURE OF THE PROBLEM

We can generalize the basic problem to the general environmental cultural, economic and social practices over centuries.


THE PURPOSE OF THE EDUCATIONAL PROCESS

The purpose of the educational processes involved is to be considered. Is the aim to turn out Verifiers of solutions or Solvers of problems?


THE ENVIRONMENT I

The Projects of major institutions as reported in the last half a century in the newspapers and other media can be studied.


OBSERVATION I

The major thrust in the public sector industries, research institutions & government organizations over the last half a century has been to concentrate on Solving small problems and Verifying the solutions of large problems done elsewhere, by a fashionable concept and cover called import substitution.


OBSERVATION II

Enormous fanfare and credit was claimed for imaginary mega-projects before their implementation, then the actual implementation quietly forgotten.


OBSERVATION III

This is consistent with the culture of a world of Verifiers where the actual job of solving a problem was not important or considered the work as essentially that of labor.


OBSERVATION IV

The solution was to be found by somebody in the local environment by 'muddling through' and it would be reused.


OBSERVATION V

The solution could be imported or adapted by import substitution by the faceless, nameless lower rung minions.


THE ENVIRONMENT II

In the educational institutions the philosophy of the extraordinarily gifted Macaulay who created the groundwork for the modern educational institutions still prevails.


OBSERVATION VI

This is oriented to turning out Verifiers of solutions obtained elsewhere and glorified Verifiers of procedures formulated by others.


THE ENVIRONMENT III

The educational process studied.


OBSERVATION VII

(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
The educational process is by and large grossly understaffed.
There is a large section of young self taught, demodulated, disgruntled and grossly underpaid teachers, eyeing the flashy way of life of the outsourcing IT industry.


OBSERVATION VIII

A radical increase in the materialistic front of a large section of teachers had no effect on the culture. The silent majority prefer to be Lotus Eaters.
There are rare silent exceptions, as out of any chaos stars will be born.


OBSERVATION IX

(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
The older faculty by and large still suffer from PC-phobia, mouse mania, keyboard terror and network neurosis.


OBSERVATION X

The older faculty cannot get over 'typewriter' syndrome. The keyboard is to be used by the typist, stenographer or clerk.


FROM THE NEWSPAPES
&
BY EXPERIENCE

Mechanical typewriters are still very commonly used in government institutions and the legal profession.


OBSERVATION XI

The silent majority prefer to be Lotus Eaters which by default is the safest course of action. There are rare quiet, silent exceptions, as out of any chaos stars will be born.


OBSERVATION XII

They are mainly Verifiers of solutions to problems done elsewhere by somebody else in some other part of the world.


OBSERVATION XIII

(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
The explosive growth of knowledge has led to the standard practice, in most educational institutions in the environment, over the last half a century: "If you don't know a subject, then teach it".


OBSERVATION XIV

A large portion of the material of the Invisible Colleges is either merely adapted or an introduction written for the same, all in the name of the local faculty.


OBSERVATION XV

This ends up in Verifiers of knowledge and solutions who create Verifiers of solutions.
The silent majority continue to be in an enchanted state in the Continent of Circe.
There are rare quiet, silent exceptions, as out of any chaos stars will be born.


THE ENVIRONMENT IV

In the formal educational process the teacher is the Verifier of solutions and the student is the Solver of problems. In the coaching industry the roles get reversed. The student is the Verifier of solutions and the instructor the Solver of problems.


THE ENVIRONMENT V

Out of any chaos stars will be born, but it is not common. Let this be applied to the educational pyramid.


OBSERVATION XVI

Most of the educational pyramid relies on the collective wisdom of the student community which by and large is left to fend for itself.


OBSERVATION XVII

In quite a few cases students and faculty only lend their names to an educational institution.


OBSERVATION XVIII

Bullet proof documentation is normally created. This relates to the simulation of the real or imagined implementation and audit of procedures involved the educational process.


OBSERVATION XIX

It is to their eternal credit that the students have in their collective wisdom peacefully, creatively and brilliantly found or rather evolved a solution which more or less works.


THE SOLUTION EVOLVED
AND
FOLLOWED BY THE STUDENTS

Small problems they solve by themselves. The more difficult ones they rely on a book of solutions.
They use the agile methods of realistic, proven guides for examinations which routinely use the same pattern.
They attend coaching classes to obtain the complements of the right solutions to problems.


THE NET RESULT

They are Verifiers of solutions. This ends up in interactive Verifiers and Solvers.
The latter represented by standard texts, guides and solutions manuals.


(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
THE MODEL

We now have the famous result of Computational Complexity that IP=PSPACE. With a wee bit of procrustean treatment it can be applied to the environment.


PROCRUSTEAN USE OF THE MODEL

The IP refers to the student in the environment who is an Interactive Verifier of Solutions.
The P in the 'IP' refers to a student of average to above average ability.
The PSPACE refers to a Solver who can solve all the problems in the body of knowledge in the syllabus.
PSPACE comprises an upper bound on all the knowledge that can be reasonably mastered.
The P in 'PSPACE' refers to the ease with which the Solver can solve the problems in the syllabus.
The 'SPACE' in PSPACE intuitively, and in a way, allows the Solver of problems, who is actually the rock foundation and pillar of the knowledge, to be exponentially more competent than the student.


(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
THE INFERENCES-I

The average student has magically mastered an enormous amount of knowledge, almost as well as an average student anywhere else as the theorem shows.


THE INFERENCES-II

PSPACE is a model that represents all the knowledge that can reasonably be mastered by most students in any educational environment, leaving out the uncommonly rare, very extraordinary bunch of students.


THE INFERENCES-III

The achievement of the students as an Interactive Verifier is remarkable, especially if one notes that PSPACE is closed under complementation and basically not disturbed by nondeterminism.


THE INFERENCES-IV

The closure of PSPACE under complement indicates that an educational process turning out Solvers of problems basically deals with the same body of knowledge insofar as the average student is concerned.


THE INFERENCES-V

The fact that PSPACE is not disturbed by nondeterminism shows that both methods, definitions of nondeterminism seem to result in the same body of knowledge being acquired.


THE INFERENCES-VI

The Verifier of solutions is to acquire the skills of guessing the solution for a problem and Verifying it. This is to tackle nondeterminism.


THE INFERENCES-VII

The Solver of problems is to acquire the skills of finding the solution, by guessing or more relevantly based on his experience in solving problems and at the same time finding the proof for the same. This is to tackle nondeterminism in another way.


THE INFERENCES-VIII

The major catch is that the students in the educational process in the environment are great, extremely capable Verifiers of solutions and not Solvers of problems.


(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
A PHENOMENON EXPLAINED

Students trained as Verifiers of solutions can only guess the solution and verify it.
They cannot come up with a proof for the problem.
Students self-taught/educated/trained as Verifiers of solutions in the environment cannot, even if they are gifted, comfortably come up with proofs for solutions.


THE INFERENCES-IX

Note here the use of the texts, by the Invisible Colleges, that are internationally proven are used as a rock foundation/ pillars of some area of knowledge.


THE INFERENCES-X

The reliable texts, by the Invisible Colleges in various areas of knowledge, take the role of interactive Solvers of problems.


THE INFERENCES-XI

A three tier system is used.
At the back end are the difficult standard texts.
The middle layer consists of the plethora of interpretations, guides, procrustean texts, solution manuals all of varying degree of quality and reliability.
The front end is the exposition to the student in a number of ways.


THE INFERENCES-XII

The most common method of exposition is recursively by the students to themselves or a mutually recursive method by a group of students among themselves.


THE INFERENCES-XIII

In infrequent cases we have formal treatment sequentially by an instructor with varying degrees of competence and cultural relevance.


THE INFERENCES-XIV

The theorem demands the Solver be perfect. If we allow the Solver only to have a high probability of being correct then we have an interesting situation.


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THE INFERENCES-XV

As one goes down the educational pyramid or deviates from the utopian model the situation changes.
In the environment the reliable Solver in the ideal situation is represented by the texts of the Invisible Colleges in their areas.
These are now replaced in stages by less reliable texts.
Then they are replaced by shoddy texts.
Then they are replaced by prescribed shoddy local texts .
Then the texts are dispensed with.
They are replaced by reliable guides.
They are replaced by unreliable guides.
What is the effect of all this?


THE INFERENCES-XVI

As the quality of the Solver of problems in the theorem of Interactive Verifiers and Solvers goes down the Verifier has to make up the deficit.
The Verifier is forced to become a Solver of problems.
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THE INFERENCES-XVII

The lesser the reliability of the Solver in the theorem more is the requirement on the Verifier of solutions to actually solve the problems.


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THE INFERENCES-XVIII

If the Solver vanishes in the theorem then the educational process becomes one based on Solvers of problems.
However, the formal instructional component will be missing.
The students only lend their name to the concerned educational institution.


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THE INFERENCES-XIX

The student is now left high and dry. He has to fend for himself.
So the student ends up as a mixture of both Verifiers of Solutions and a Solver of problems.


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THE INFERENCES-XX

Thus lesser the reliability of the formal instruction, the coaching, the guides, the solutions manuals, the texts etc. in an environment of an educational process based on Verifiers of Solutions, more is the benefit and challenge to the determined student to develop as a Solver of Problems.
Out of chaos stars are born.


ANOTHER PHENOMENON EXPLAINED

A naive use of the theorem of Interactive Verifiers and Solvers is to assume that the whole of PSACE is to be covered.
In an educational process only a 'degree' of mastery of part of the knowledge as defined by the syllabus is required.
This allows PSPACE to be replaces by its subsets.


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ANOTHER PHENOMENON EXPLAINED FURTHER

As PSPACE is replaced by smaller and smaller subsets of itself, the requirements on the reliable Solver of problems diminishes.
The Solver can be progressively replaced by texts of lower and lower quality.
The Solver is replaced by whatever the instructor says.
Finally, the Solver is replaced by some 'class notes' of the brighter students in the class.
This explains a reported media complaint by industry that, in many cases, even in top tier institutions in the environment, neither the instructor nor the student is aware of the standard texts or can identify the Invisible Colleges in their areas.
Let us stick to the Utopian model as modeled by the theorem.


EXTENSIONS TO THE MODEL

The culture of the theorem allows Solvers of problems to attack problems beyond PSPACE but exceptional Verifiers can also attack problems beyond PSPACE.


THE INFERENCES-XXI

In practice a Verifier of solutions can learn to become a problem Solver and thus compete.


THE INFERENCES-XXII

The transition to a Solver from a Verifier is not easy, rather exceptional and not the rule.


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THE INFERENCES-XXIII

Out of any chaos stars are born, but this is a rare occurrence.
A phoenix may rise from its ashes, but it is a rare bird.
It is also difficult to find an inverse Ackermann function like me who competes with the Divine Cactus of the desert that blooms once in 700 years.


OBSERVATIONS FROM ANCIENT HISTORY

During his visit to India in the mid seventies of the last century Prof. C A R Hoare commented on the difficulty of developing large and/or complex software.
This was about half a century ago when the term 'Software Engineering' was just invented.


THE INFERENCES-XXIV

Half a century ago it was also determined that there was 'no silver bullet' for software.
So what was valid half a century ago on the basic difficulties and approaches are valid today and in the foreseeable future.


THE INFERENCES-XXV

The only way out for large/complex software was that Solvers of problems of the highest caliber and IQ should think out to the last detail, what is to be done.
Then one should get hold of a mass of Verifiers of solutions, of the highest caliber and IQ possible.
The Verifiers should fill in the details without the slightest deviation being allowed.


THE INFERENCES-XXVI

This translates into top quality products of the top of the educational pyramid, which seriously implements the educational process, turning out Verifiers of solutions are very much in demand.


A SITUATION EXPLAINED

The preceding discussion explains why in the outsourcing field, for a quarter of a century predating the mid-nineties of the last century, the IT-labor and Verifiers of Solutions were primarily drawn from the top tier institutions in the environment.
This was when the players in the software outsourcing field were local companies.


A SITUATION FURTHER EXPLAINED

The preceding discussion also explains why with the advent of offshore outsourcing in the mid-eighties the Verifiers of Solutions were primarily drawn from the top tier institutions in the environment.
This was when the players in the offshore software field were primarily from advanced economies.


THE INFERENCES-XXVII

Especially high IQ gifted or well-educated, well-trained Verifiers of solutions are very much in demand.


THE INFERENCES-XXVIII

The requirements of the industry of Verifiers of solution, is much, much greater than that of Solvers of problems.


THE INFERENCES-XXIX

Headhunters are forced to go into the deep geographical interiors of the environment in search of high IQ competent Verifiers of solutions.
They may be found in educational institutions of doubtful repute, but ostensibly turning out Verifiers of solutions.


THE INFERENCES-XXX

The global requirement of Verifiers of solutions runs into millions, and the entire spectrum of human IQ is represented, in the demands of industry.


THE INFERENCES-XXXI

Small reductions in salary and overheads translates immediately into billions of dollars of hard cash being saved in an economy.


THE INFERENCES-XXXIII

When the Global Village matures the requirement of Verifiers of solutions will be in billions.


THE INFERENCES-XXXIV

The relevance of an effective functioning educational process in the Global Village oriented to turning out Verifiers of solutions becomes evident.


THE ENVIRONMENT REVISITED I

Consider the picture of the larger environment. Let an insignificantly minute part of the population be excluded. There are rare exceptions, as out of any chaos stars will be born.


OBSERVATION I

Over the centuries there was stagnation on the intellectual front, bankruptcy on the materialistic front and a dead end on the spiritual front.


OBSERVATION II

Over a century ago the cyclone of Science & Rationalism started blowing in.
Then the cyclone of the industrial revolution blew in over the last half a century.
The cyclone of the information revolution blew in over the last two decades.
Added to this was the cyclone of globalization and the cyclone of liberalization over the last two decades.


OBSERVATION III

In all cases the stoic reaction of the environment to the cyclones was the same. It has been the same reaction over the centuries to "let noble thoughts blow in to us from all sides".
This reaction was essential in the time immemorial "eternal quest" of the environment in the spiritual field. It was now merely extended to temporal concerns.


THE ENVIRONMENT REVISITED II

The reaction of the average individual or social unit in the environment to a problem was: "somebody must do something." This was the reaction to the massive future shock.


OBSERVATION IV

If someone solved a problem it was used and reused by everybody.
It was considered a stupid reinvention of the wheel to solve hard problems over and over again, generation after generation.
This is in radical contrast to an educational process concentrating on turning out Solvers of problems.


OBSERVATION V

Nobody in the environment wanted to be a Solver of problems; everyone was a Verifier of solutions. Everyone wanted someone else to be Solver of problems. This situation was repeated again and again.


OBSERVATION VI

The entire world was observed. Every activity and any change in the same noted. Everything in the world had its image in the local environment where Verifiers used and checked solutions done elsewhere or by somebody else.
It was a culture populated by Verifiers of solutions who were only prepared to solve small problems, but would verify the solutions of any problem of any size done by others anywhere in the world.


THE ENVIRONMENT REVISITED III

The regular TV shows in any channel, in any part of the country in any language, show this cultural aspect of Verifiers who learnedly, vigorously and authoritatively evaluate everything other people have done or not done, but will do nothing themselves.


OBSERVATION VII

They are the aristocrats of the world. They cannot do anything by themselves regardless of the resources supplied.
They can however condescend to use and comprehensively Verify anything and everything done by others, in any environment.


OBSERVATION VIII

However, when the Verifiers are in ancient Rome they are more Roman than the Romans themselves. The basic multivalued logic based deep cultural foundation sees no contradiction in this behavior.


THE ENVIRONMENT REVISITED IV

The aim was to find a solution that exists, and is already done by somebody somewhere.
Alternatively the work must be done by others at low cost and it would be Verified and used, or alternatively used and then fully Verified.
The use of anything is basically an exercise in its Verification is what we learn in the software industry.


OBSERVATION IX

Thus plagiarism was common and considered a normal way of life.
The 'cut & paste' philosophy was considered to be fashionable, natural and pragmatic.


OBSERVATION X

In the environment of multivalued logic contradictions peacefully coexist.
One can loudly and openly claim to be following the narrow path but actually be rolling smoothly downhill. There are rare exceptions, as out of any chaos stars will be born.


OBSERVATION XI

The world of Verifiers gives no special credit for Solvers of problems who are considered to be lower down in the hierarchy. In industry, research, government, education and perhaps in all areas, projects are done by one person for another, or openly purchased in the grey market without any severe backlash. Multivalued logic allows one to claim originality of the work without battling an eyelid. There are rare exceptions, as out of any chaos stars will be born.


OBSERVATION XII

The world of Verifiers gives no special credit for Solvers of problems who are considered to be lower down in the hierarchy.
Plagiaries or altered theses are written by one person for another surreptitiously in the educational field. Again multivalued logic allows the environment to basically have a warehouse of Nelson's eyes. There are rare exceptions, as out of any chaos stars will be born. The silent majority remain Lotus Eaters.
It is a very common situation for head of an organization, institution or department to demand theses, research articles to be written in his/her name.
It is considered to be a normal, respectable and useful activity.


OBSERVATION XIII

The world of Verifiers gives no special credit for Solvers of problems who are considered to be lower down in the hierarchy.
Student assignments are in many cases routinely reused with everyone expected to see no evil, hear no evil and say no evil.
Reuse of material in cyberspace, without the reinvention of the wheel, is looked upon as a routine, normal and expected 'smart' activity.
Again the accepted multilogic tolerant environment smoothly allows everyone to be happy.


OBSERVATION XIV

There are many exceptions to the above, as out of any chaos many small stars will also be born.
The are many who prefer to be Lotus Eaters.
Many prefer to live lost in the enchantment of the Continent of Circe.


OBSERVATION XV

Multivalued logic based environments allows one to claim be Dr Jekyll publicly and also evidently be Mr. Hyde simultaneously. A normal polite behavior expects no notice to be taken of the latter by verbalization.


OBSERVATION XVI

The world of Verifiers gives no special credit for Solvers of problems who are considered to be lower down in the hierarchy.
Many research publications are either plagiarized or a simple homomorphism, or verification of results of the original paper. It could be guesswork based on simple permutations and combinations of the results of others. It could be procrustean extensions of work already done.


OBSERVATION XVII

There are rare exceptions, as out of any chaos stars will be born. In all cases rigid adherence to verifying procedures is found in the documentation involved recording the activity. The Verification is perfect.
In all cases the multivalued based environment allows the persons involved to claim originality as fundamental in their life. This claim is made without battling an eyelid.
There are rare exceptions, as out of any chaos stars will be born.



THE ENVIRONMENT REVISITED V

The idea of not reusing something/everything and trying to do it on one's own was considered to be a ludicrous activity involving reinvention of the wheel.



OBSERVATION XVIII

The tears, toil, sweat and cost of doing something and Solving problems was avoided.
The more feudal landed aristocratic mindset of Verifying by using what others, the peasants & workers, have toiled & done was preferred.
The aim was to Verify the work turned out by the labor, just like any Supervisor or Manager or Auditor or Customer in the industrial environment.



OBSERVATION XIX

In parts of the environment the agrarian revolution is new, and the barter based feudal culture still prevails.



OBSERVATION XX

In the environment the person doing the work and the person taking the credit for it are normally different.
After all, throughout the history of the human race, it has always been the Divine Right of the aristocrat to Verify and take credit for the work of his minions.



OBSERVATION XXI

In a feudal environment a minion should not exceed his limits.
His duty is to hand over the results of his labor to the aristocrat, who by Divine Right will Verify and enjoy the fruits of the same.
OBSERVATION XXII

Going further a group of aristocrats can wage a bitter war over taking credit for some Verified something (which they need not understand).
Some minions have labored and Verified that something.
It is the Right of Conquest that finally determines who gets the credit for that Verified something.
This was in education, research, industry and perhaps all walks of life. There are rare exceptions, as out of any chaos stars will be born. This was the world of the Verifiers.


OBSERVATION XXIII

This sometimes ended up in ludicrous situations.
Credit was taken by some feudal heads of organizations and local quislings for original groundbreaking work.
The long suffering students had the last laugh.
The credit was based on activity done elsewhere by leading authorities and luminaries, who suddenly wake up and start crying foul.
This was done to such an extent that at times it became an obscene affair.


OBSERVATION XXIV

The environment has been likened by independent observers as a functioning anarchy.


OBSERVATION XXV

It can be noted that it is a functioning anarchy of disciplined Verifiers of solutions, who are very rigid on real/imagined procedural matters being recorded without flaws.


THE ENVIRONMENT REVISITED VI

For centuries the princely class, the landed aristocracy, the bankrupted aristocracy and the upper part of the pyramid of social stratification were a hereditary class of Verifiers of solutions, verifying the work of hordes of minions i.e. the Solvers of problems.
Thus being a Verifier of solutions was socially superior to being a plebian Solver of problems.


THE ENVIRONMENT REVISITED VII

In the environment a multivalued logic based lifestyle was essential for survival.
Nondeterminism and partial undecidability are a way of life.
All shades of nondeterminism prevail.
In the environment one never really can predict an event, one waits till it occurs and then it is known.
The traditional culture of the environment to rely on a hierarchy of oracles, or family astrologers, seems to parallel the use of the power of oracle machines in the Theory of Computation.


THE ENVIRONMENT REVISITED VIII

The search for any address normally and invariably involves nondeterminism. Nondeterminism, with all its variants, is taken for granted in the anarchy in the environment in daily life, e.g. finding one's way through the chaotic traffic, keeping an appointment, some person honoring a commitment, random social and political unrest etc. etc.


THE ENVIRONMENT REVISITED IX

In general one has to rely on a high probability of something happening the way one wants it to happen.
In such a situation the relevance of the IP=PSPACE model becomes more evident.


THE ADVENT OF THE GLOBAL VILLAGE-I

Into this culture the Global Village appeared from nowhere, created by a culture of Solvers of problems.


THE ADVENT OF THE GLOBAL VILLAGE-II

The culture of the monied Solvers of problems wanted to solve larger and larger problems and mega-problems.
They needed masses and masses of Verifiers, of varying degrees of capability, at reasonable rates.


THE ADVENT OF THE GLOBAL VILLAGE-III

The culture and economic situation of Verifiers was ripe and equal to the occasion and took to it like a fish to water.
This was extended to all activities and knowledge areas.


THE ADVENT OF THE GLOBAL VILLAGE-IV

For any activity, at any price, there were masses of Verifiers ripe and ready.
If not ready the culture and the business practices of fly-by-night operators in the environment allowed them to rapidly mushroom.


THE ADVENT OF THE GLOBAL VILLAGE-V

Another view is that they were suddenly created like fireflies before a storm to cater to the requirements of another horde of fireflies before a storm in distant cultures.


THE ADVENT OF THE GLOBAL VILLAGE-VI

A revolution and explosion took place in the Global Village.
Everybody stared in utter disbelief.


THE ENVIRONMENT REVISITED AGAIN

This perhaps is a simplified view.
One should consider the limitations of opportunities caused by social stratification, the availability of a large young work force of all degrees of capability, the foresight of Macaulay, the half a century effect of the Nehruvian socialistic-democratic functioning in the environment, the spiritual dead end, the experimentation with Science and Rationalism, the energetic but ill-fated self-reliance based efforts of half a century, the lure of materialism, the temptation of a new lifestyle radically different from that of a feudal agrarian environment, leapfrogging the industrial revolution, leapfrogging the agrarian revolution, the sudden simultaneously occurring access to the large scale benefits of the consumer, industrial, information, information technology, transportation and communication revolutions.
Added to this were the sudden liberalization and globalization revolutions.
To this should be added the international financial bubbles, the Y2K and dot com bubbles, the software crisis bubble, the maintenance iceberg bubble, the unlimited financial greed bubble of industry, the real estate bubble, the education bubble, etc. etc......
To this should be further added the ease of Verifiers of solutions enjoying the facilities of advanced infrastructures, social fabrics, rule of law and economies of industrialized countries, etc. etc.
All the above rushed into the centuries old peaceful life of many millions to a billion people (Lotus Eaters?) in the space of a few years.
The negative and positive effects of the chaos that resulted from all the above rushing into a vast vacuum that existed for centuries, in the short span of time of a few years cannot really be explained. A few decades or centuries must pass before the effect is fully understood. What is more likely is that it will just be forgotten as normal with any natural or human (temporal or spiritual) cyclonic disturbance in the time immemorial ahistorical culture of the environment.


THE SIMPLIFIED MODEL

However, let us take the view that the basic resource was the easy availability of employable competent Verifiers of solutions drawn from a centuries old culture of Verifiers.
This economically satisfied the urgent employment opportunities of Solvers of problems drawn from a centuries old culture of Solvers.


THE PROBLEM FORMALISED

We thus have an instance of the famous Solvers=Verifiers or Provers=Verifiers or by a procrustean restriction the P=NP problem staring at us!!! Let us elaborate on this.


THE RELEVANCE OF THE EDUCATIONAL PROCESS
OF
THE ENVIRONMENT - I

The problem is the culture of the environment, and the purpose of the educational process.
In reality it is only easily employable Verifiers that are to be turned out.


THE RELEVANCE OF THE EDUCATIONAL PROCESS
OF
THE ENVIRONMENT - II

The problem seems to be that one considers that the grass is greener on the other side and wants Solvers of problems to be turned out to aid some other culture or educational process.
This without changing the culture of the environment or the educational process.


THE REQUIREMENTS
OF
THE GLOBAL VILLAGE - I

The situation for the Global Village is very bright.
From the industry point of view the above says that the aim should be clear.
Are we aiming for the lower end activities of the product life cycle or the upper end activities?


THE REQUIREMENTS
OF
THE GLOBAL VILLAGE - II

From the perspective of the Global Village, there seem to be two educational processes involved which are of relevance.
One turning out Verifiers of solutions and one Solvers of problems.


THE TWO GOLDEN GOOSES THEORY

There are two Golden Gooses operating in the Global Village that resulted from the half century long 'crusades' in quest of the Memex.


THE TWO GOLDEN GOOSES COOPERATE

They are at present harmoniously cooperating in their distinct spheres of operation, to ensure the future effective functioning of the Global Village.
The sets of Verifiers and Solvers are disjoint, contented with their lot, and not trying to enter each others spheres.


FATTENING THE GOLDEN GOOSES

The solution is not to kill one of them but to fatten them, globalize them, realistically regulate them, culturally adapt them by localization and let them harmoniously cooperate and coexist.


THE TWO GOLDEN GOOSES IMAGINE THEY ARE SICK

They both seem to be showing serious signs of sickness, starvation and demotivation, and assuming either that the grass is greener on the other side or that the other side is responsible for the problems faced.


THE UTOPIAN MODELS OF THE GOLDEN GOOSES

Let both the educational processes be considered in their Utopian models.
One is based on Solvers of problems and the other on Verifiers of solutions.


THE TWO GOLDEN GOOSES MODELLED

Depending on the context the roles of who turns out the personnel for the upper end functions and who for the lower end functions of some activity differs.
In any activity the Solvers and Verifiers have to harmoniously cooperate with each other.



THE TWO GOLDEN GOOSES COMPARED

Are the two different when their ideal Utopian models are considered?
Are they basically equal?
Is one really superior to the other?
What is the situation when taken to the extreme?
This is the famous open problem of computer science and mathematics.



SOLVER!!! SOLVER!!! SOLVER!!! SOLVER!!! SOLVER!!! SOLVER!!! SOLVER!!! SOLVER!!! SOLVER!!!


PART III
THE WORLD OF SOLVERS OF PROBLEMS





METAMATH EMATICS
SIX BLIND MEN AND THE ELEPHANT

SIX BLIND MEN AND THE ELEPHANT

SIX BLIND MEN AND THE ELEPHANT




METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
ON E BL I ND M AN LE A D IN G ANOTHER
ON E BL I ND M AN LE A D IN G ANOTHER
ON E BL I ND M AN LE A D IN G ANOTHER
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ON E BL I ND M AN LE A D IN G ANOTHER
ON E BL I ND M AN LE A D IN G ANOTHER
ON E BL I ND M AN LE A D IN G ANOTHER
O NE BLIND M AN LEADIN G ANOTHER
SIX BLIND MEN AND THE ELEPHANT



METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
O F THE DUMM IES
FOR TH E DUMMIES
BY THE DUM MIES





METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS
METAMATH EMATICS

SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
SI X BL I ND M EN AN D T HE ELEPHANT
ON E BL I ND M AN LE A D IN G ANOTHER
ON E BL I ND M AN LE A D IN G ANOTHER
ON E BL I ND M AN LE A D IN G ANOTHER
ON E BL I ND M AN LE A D IN G ANOTHER
ON E BL I ND M AN LE A D IN G ANOTHER
ON E BL I ND M AN LE A D IN G ANOTHER
ON E BL I ND M AN LE A D IN G ANOTHER




GO TO---->














START OF STRAY THOUGHTS





PART III
THE WORLD OF COMMON SENSE AND COMPUTATION












NP-COMPLETENESS
DEMYSTIFIED
Still another general strategy using ‘VERBALISATION’, ‘DEFORMALISATION’ and 'INSTANTIATIATION' is now considered.
What is so special about the class NP? Let us consider a more general problem of Verifiers=Solvers, with no restriction on time based on the input size.
Consider Michelangelo, the Verifier of solutions, in front of a block of marble. He can visualize 'David' in the block to the last detail. He merely chips off the unnecessary portion.
He Verifies the final sculpture and is satisfied.
He can guess the solution and Verify it.
Now consider 'me' the great Solver of problems in front on a lot of blocks of marble with a hammer and chisel given to me. I can visualize nothing in the block. Eons pass and all that I have managed to do is to drop the hammer on one of my legs and the chisel on the other.
Eons pass and I manage to chip and mess up a block. Eons pass and pass, blocks and blocks are used. Given enough blocks, enough eons of time, enough trying all possibilities, enough making all possible mistakes, I will be able to turn out "David".
So I have Solved the problem and am a Solver of problems.
Now am I cleverer than Michelangelo?
My method will work for all blocks and sculptures.
Can Michelangelo do what he did for 'David' for all sculptures?
Or can he do it only for some sculptures?
Will there be bunches of sculptures where Michelangelo will be 'stumped', but I will carry on 'merrily'?
This is the famous P=NP problem or Solvers=Verifiers problem, with a procrustean overdone extension.
Though the situation has an obvious solution nobody is able to come up with a proof.
The mathematicians are stumped as they do not know if a proof exists for resolving the problem formally.
The mathematicians do not know whether Michelangelo should be given the job or whether I should be given the job.
The common citizen of ancient/medieval Rome is clear about it. He asks me, the great Solver of problems, to relax. Let Michelangelo, the humble Verifier, guess the solution. Let him chip away and deliver 'David' in a jiffy.
Then I can spend a lot of time Verifying the solution, and spend the rest of eternity in trying to find a fault in the sculpture.
In the P=NP situation we allow that Michelangelo may be cleverer than me. We restrict the problems to those sculptures I can turn out in a 'reasonable amount of time' using an unlimited number of marble blocks, all possible choices of chipping away, most of them wrong, but one set correct. I am allowed to make multiple copies of myself, like Jinn in the desert. I make one copy of myself for each marble block. All the copies act in parallel.
Can Michelangelo do the same sculptures with just one marble block, in a 'reasonable amount of time', simply by guessing the solution, never making a mistake, and then chipping away and Verifying the result?
The 'reasonable amount of time' is specified by some complexity class, which is declared to be reasonable, by the powers that be. We will represent this class by 'P'.
There may be sculptures that are in a '-complete' club in the sense that they them can be tackled by me, the Solver of problems, in a 'reasonable amount of time' with multiple copies of myself with multiple blocks all acting parallel.
What happens to the great Verifier, Michelangelo when he is given these '-complete’ things to sculpture? One theory is that he is stumped, gives up and I get the medal as I can do what he can do in the same amount of time. The other theory is that he struggles to improve his intuition and then is able to attack the problem in a 'reasonable amount of time', and so he retains the medal, and I am only a slow coach.
There are two theories going around. With the restrictions one theory says I am not only better than but so far ahead of Michelangelo that he can never catch up, the other says I am only a slow coach Michelangelo.
It is indeed a nice thought for hoi polloi like me with unemployment round the corner that all the great mathematicians and leading computer scientists are busy speaking up for me.
They want to give me Michelangelo's job!
Mickey the Lapso is vociferously barking away, as if she is having a hearty laugh for days on end.......!!
Winnie the Pooh and Tigger have indicated that they would like to drop in and see me chip away!!!
The neighboring kindergarten children are giving me some strange looks and trying to peep into my house to see how the chisel is being used!!!!
The mathematicians and computer scientists have gone further!!!!!
The entire galaxy of notables, all those poets, essayists, novelists, all the composers, all the sportsman, all the performers, all the artists, all the gifted people, past, present and future, in all walks of life, are on the verge of losing their jobs.
They do no seem to be able to solve the '-complete' problems in their areas in a 'reasonable amount of time'.
They will be replaced by me, simulating nondeterminism, and thereby solving the '-complete' problems in the area in a 'reasonable amount of eons, of eons, of time'.
I will have a steady job, which I need not really justify, for eons of time.
These seem to be the typical beauracratic, procedure oriented, 'cushy', 'dream', 'high paying', 'high profile', 'government' jobs, 'spanning all activities'. These jobs with little or no accountability are those which practically everyone has been eyeing from time immemorial. This is especially so in these hard times. This not only in the environment but all over the world wherever the government has an administration that is procedures oriented.
This perhaps explains why the 'Mandarin' is supreme the world over and can undertake not only any human activity, replace any gifted individual in any sphere of life and activity, and by extension can replace and execute the activity of any form of life, in any sphere of activity, in any part of the Universe.
Another way of looking at the famous P=NP problem is that it reduces to the determination of whether there is a divine spark in the human being or life for that matter.
We want to know if Michelangelo, Ramanujam, etc. have a divine spark or anything to do with the supernatural.
We want to know if the famous operating system person who can turn out the kernel of an industrial strength operating system singlehanded in a week or two without any defect has some divine spark
We want to know if a famous computer scientist who can turn out voluminous works and can offer a $1 reward for any error found, and few such rewards have been claimed, has some divine spark.
We want to know if some persons like Joan of Arc really had a divine revelation.
In all cultures a lot of bogus claimants of divine sparks and inspiration exist. A lot of materialism exists in claiming the Divine Spark and at times it is a lucrative commercial side of religion. However, in documented, and proven cases many persons seem to have the gift of a divine spark.
Sometimes it is fashionable in all cultures to do away with these persons, perhaps like the ancient hobby of some religions of burning them alive at the stake. Sometimes immortality and Divinity is thrust upon them, though they always said they belonged to the normal class of human beings i.e P.
We all have a divine spark as the concept of 'consciousness' as Max Mueller shows.
Houdini the famous escape artist promised his wife to communicate after death if possible, to no avail. That poor chap was accused of dabbling with the occult throughout his life, though he kept claiming he belonged to the class of normal human beings, i.e. as low as P.
We are unable from time immemorial to determine if guessing the solution as in nondeterminism is the same as trying out all possibilities.
The great Prof John Hopcroft has long ago opined in his classic work, the Cinderella Book, that the tools of mathematics to resolve the problem have not been invented or discovered as yet.
Is it that the problem of intractability is identical to that of determining if some persons have a divine spark to guess the solution to 'all' combinatorial problems of some nontrivial complexity class without trying out 'all' the possibilities?
Most of these really gifted people have been crying hoarse all their live that they are only normal human beings and they are all in the class P. They at most have made the claim that perhaps one cannot determine the degree and coeficient of the member of P they belong to. We refuse to listen to them, and suspect some supernatural, nocturnal activity they must be engaged in.
All life is subject to birth and death and thus the concept of an infinite number of integers, an infinite number of 'blocks' for Michelangelo to carve does not occur.
The Metamathematical models have allowed immortality, infinity, eternity, immutability etc. etc. to be taken for granted. Is the error there?
Michelangelo and the assciated gang of gifted people are not allowed, in the P=NP problem, to be babies and innocent clumsy children once upon a time. We do not allow the quotation from the scriptures--"When I was a child...". They ever remain at a youthful productive age, they never seem to grow old and get feeble and senile, where even a donkey can kick them around as in the Fable of the Donkey and dying Lion.
The concept of death of the Verifier is not allowed in the P=NP formulation. This takes immortality of the Verifier for granted. It is beyond Odin's Feast, Shiva's Dance of Death, Judgement Day etc. etc. It is identical with the Supreme. For the Verifier there is the ancient underlying concept of immortality, eternal youth, and no sign of allowing the last straw on the camel's back. Is the situation correct?
The above concepts seem to tackle the concept of The Ugly Duckling story(fable!)and the Fable of the Hare and the Tortoise, by the use of asymptotic behaviour of a function.
The asymptotic behaviour does not allow the last straw and there is the Fable of the Ox whose size is simulated by the mother frog taking deeper and deeper breaths, and ends up bursting.
Perhaps the problem is best left to future generations of children led by Winnie the Pooh and Tigger, and we will concentrate on being Verifiers of the solution that they will present to us.
The Theory of Computation deals with decidabilty and undecidabilty and two valued logic. The local environment allows multiple valued logic and in this the problem of intractability can be allowed to be decidable and undecidable at the same time. Is the error there?
At present the materialistic wealth etc. of the world, and hence the Global Village, is centered around subscribing to two valued logic and Metamathematics as it is. So for a couple of centuries all Verifiers have to 'kowtow' to it. So instead of getting into trouble with the vested interests of the Assemblies of the High Priests of Metamathematics, we can quietly and smartly pass the buck. We will all wait for some Solver to solve the problem and we will then Verify the solution of the Verifiers of the solution. The other alternative is to study it surretptitiously, burning the midnight oil, like the witches and wizards of old.
There seems to be a lot in common between the time immemorial Omar Khayyam's futile efforts in the determination of the Divine Spark and the futile attempts to solve the P=NP problem. It seems best to "take the cup in hand..." as Omar Khayyam has recommended.
[Comment to self:--
The discussion above must be modified to include a real Michelangelo with a modified P=NP problem or a modified Verifiers=Solvers problem as given below. The Michelangelo must be converted to a supernatural Wiz Michelangelo, who is immortal, eternal and can tackle any sculpture in a ‘jiffy’ with the verification only taking a 'reasonable amount of time'. The Wiz Michelangelo can solve the P=NP problem or a modified Solvers=Verifiers problem as posed by the mathematicians and computer scientists. He can guess the answer in a jiffy and the time taken for verification is a 'reasonable amount of time'. The transition from a real Michelangelo to a Wiz Michelangelo can be achieved by consulting a hierarchy or oracles. Then we have a 'sozzled' Michelangelo, whom the oracles cannot enlighten, but only a Druid with a magic potion can equip him with the power of solving the problem whether P=NP or Solvers=Verifiers as the case me be in a jiffy. The verification takes a 'reasonable amount of time'. ]






PART III
THE WORLD OF NEGATIVE THOUGHTS AND COMPUTATION



THE PARADOX THAT ARISES
WITH ILL-FORMED QUESTIONS

The student has to work harder for ill formed questions and non standard examinations.
[Some negative thinking--]
This translates to the paradox that lower the quality of formal/informal education, the lower the standard of coaching/teaching shops, the more unreliable the texts and guides are, the more low quality tests that are conducted by the coaching/training shops, the better of the student is for he/she has to work harder and develop sharper and sharper skills.


THE PARADOX APPLIED IN PRACTICE

[COMMENT to self:-some negative thinking, to be modified.]
The situation now is that the coaching shops have only to rely on publicity and reputation. The marketing aspects are more important than the quality of the coaching imparted. The student has to work harder and harder, get better and better, the lower and lower the teaching shops sink.
In practice the teaching shops cover up by publicity and the purchasing of rank holders in previous examinations.