Math+as+an+AOK

= Math: Measurable or Quantifiable? =

The definition of the word measure is to assure the value of any certain attribute compared to a standard. Because any entity has a certain value, that value can be compared to an appropriate standard, and it can be measured. The standard is usually determined by shared common sense, but can be alternated depending on the situation. Nevertheless, no matter the material, the concept of measuring is the same. The measured value of something is very different or unique depending on what that value represents. For example, in taking measurements to find the volume of a cube the measurements are lengths and their values are in meters. This is a systematic way of measuring using the unit of measurement as a standard, the meter in this case. But in case of a small cube, it is probably more efficient using a smaller scale such as the centimeter. But in case of measuring the mass of an object an entirely different system is used, not only is the unit of grams used instead of meters, but also the method of measuring itself is specific for measuring mass. Quantifying on the other hand is being able to express that value. It is sometimes very hard to quantify something even if it is measurable. A good example would be something intangible, such as hate. By relating it to zero hate and describing that hate in words, one can measure the amount of hate a person feels towards something. But this hate cannot be expressed on its own; usually something quantifiable is quantifiable in numbers. After something is measured, in order to make use of it one has a choice to use it in any situation that fits the situation one is studying, and so this empirical knowledge can lead to the gain and understanding of newer knowledge. However, it is not simple understanding empirical data even with a formula to use it in finding more data. For this search for data will never end, but for data to be useful, one must know what variables that person controls in order to know how to alter those variables as he sees fit to achieve the goal required and so raising the level of knowledge. If one is to use this scenario over and over then the efficiency of working with data and processing it also boosts to a new level of knowledge and understanding. For example, it is not valuable the height "h" of the triangle studied, unless used properly in the formula for area A=(bh)/2. In conclusion, one might tend to collect and measure data for the sake of solving a certain problem or finding a way through an obstacle, but one will always need to do something to that data before it can be used efficiently.

EDITOR TENNIS HERE: Maan, as usual, you have some incredible ideas here. With that condition comes your ever present struggle to clearly lay out the bricks of your case and assemble them in a convincing, and interesting shape. It would be interesting I think, to keep this version here, copy it below, and annotate the copied version with an effort to trace your argument through the lines. Eg. What I am trying to do in lines 1 - 3 is: And after that I want to prove that:  __And for lines 6 - 9 I am saying:__ __ Then step back and ask yourself, is this the string of 3 core points I want to be making? I approach your piece this way because the reader's greatest need might be two very simple things: 1) define measurement as clearly (and simply as you can - think street language here) and 2) Clearly tell us if everything is measureable or not, and offer us a few examples so we can 'see' your thinking. In closing, look at your last line and turn that into something an 8th grader could understand. Then I think you will have arrived. :) cct