1-1-10 Physics 

0 Contents 1 Background 1-1 Cosmos

 Students 1-1-12

1-1-11 * Mathematics Library Contents dj

Book 00 01 02 03 04 05 06 07 08 09 10 11 12 1-12 Index 13 14 15 16 17 Index

Professor Rainer Radok and Original Internet References

Authors Work

1-1-11-00 Book 00 Our origin of Mathematics (added by Donald Johnson)
1-1-11-01 Book 01 Numbers & Functions
1-1-11-02 Book 02 Form & Mapping
1-1-11-03 Book 03 Determinants & Matrices
1-1-11-04 Book 04 Real Numbers and Fascinating Fractions
1-1-11-05 Book 05 Advanced Algebra
1-1-11-06 Book 06 Differential and Integral Calculus Volume I
1-1-11-07 Book 07 Numerical Analysis
1-1-11-08 Book 08 Computational Mathematics for Differential Equations (Radok's)
                  Book 08 Professor Radok only digitized the last 3 Chapters- Redo Rad.
1-1-11-09 Book 09 Differential and Integral Calculus Volume II
1-1-11-10 Book 10 Partial Differential Equations of Physics
1-1-11-11 Book 11 A Course of Pure Mathematics
1-1-11-12 Book 12 Problems In Mathematical Analysis
                                  Comprehensive Index Books 1-12 +

1-1-11-13 Book 13 Applied Mathematics (from U of Leeds, England)
1-1-11-14 Book 14 *Cartesian Tensors
1-1-11-15 Book 15 *Mathematics for Berlin's primary schools V
1-1-11-16 Book 16 *Methods of the Theory of Functions of a Complex Variable
1-1-11-17 Book 17 National Institute of Standards and 
                  Technology Digital Library of Mathematical Functions

1-1-11_00-17 Index


              *From http://mpec.sc.mahidol.ac.th/RADOK/physmath/MAT/startall.htm


2010-03-22 Repairing Notes:

The order reflects the internal order of Professor Radok's work.
The corrupted comprehensive (across math volumes) Index makes change difficult.

Reconstructing lost links in the comprehensive Index has taken weeks of work. In parts the work was lost, corrupted or incomplete.

Repairing the set is a year's work. But, the work and insights of Professor Radok represents lifetimes of work and background (both his and the seekers of operational skill to model physical reality).

Either Professor Radok was unable to finish or the work later corrupted. But I view it as to valuable a reference to be lost.

Note: for the learner these works are needed for reference out of a "need to know" from hands on engagement of physical reality. Curriculum needs founded on and motivated by observation of physical reality and the analysis of observations and the synthesis of that analysis.

We need to stop forcing the learner to give up his natural curiosity and skill development out of a "need to know" from his personal relationship with his source of existence.

Today's academic world corrupts the learning process form healthy curiosity to "authority figure approval" fsp;                                
Comprehensive Index Books 1-12

2.1.11.13
Applied Mathematics (from U of Leeds, England) 
2.1.11.14 *Cartesian Tensors
2.1.11.15 *Mathematics for Berlin's primary schools V
2.1.11.16 *Methods of the Theory of Functions of a Complex Variable
2.1.11.17 National Institute of Standards 
                 and Technology Digital Library of Mathematical Functions
*From http://mpec.sc.mahidol.ac.th/RADOK/physmath/MAT/startall.htm


2010-03-22 Repairing Notes:

The order reflects the internal order of Professor Radok's work.
The corrupted comprehensive (across math volumes) Index makes change difficult.

Reconstructing lost links in the comprehensive Index has taken weeks of work. In parts the work was lost, corrupted or incomplete.

Repairing the set is a year's work. But, the work and insights of Professor Radok represents lifetimes of work and background (both his and the seekers of operational skill to model physical reality).

Either Professor Radok was unable to finish or the work later corrupted. But I view it as to valuable a reference to be lost.

Note: for the learner these works are needed for reference out of a "need to know" from hands on engagement of physical reality. Curriculum needs founded on and motivated by observation of physical reality and the analysis of observations and the synthesis of that analysis.

We need to stop forcing the learner to give up his natural curiosity and skill development out of a "need to know" from his personal relationship with his source of existence.

Today's academic world corrupts the learning process form healthy curiosity to "authority figure approval" for his ability to learn the abstracted results of other men's minds.

Remember: The descriptions of a thing is not the thing! Creation in physical reality is not "something from nothing" it is constructing something from eternal matter like creating a hat! Our goal is to learn the laws of physical reality and then use them for achieving the highest potential for the quality and extent of response, recognition, security, new experience and interaction of and for intelligent life.

I noticed while repairing: (9 Differential and Integral Calculus - Volume 2 by R. Courant)

From: http://kr.cs.ait.ac.th/~radok/math/mat9/

Index of /~radok/math/mat9

Professor Radok died 2004-08-23 (23 Aug 2004). He was not able to tie up some lose ends of the work of a life time that summarized the work of an age that represents the highest state of intelligent existence to accumulate the insights and language (mathematical) skills to investigate and describe the nature of existence.

I am grateful to find Professor Radok's nearly finished work and 1) have the skills with HTML code to recover

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