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 Name Last modified Size Description Parent Directory   - 01.htm 15-May-2003 11:04 99K 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