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Pythagoras of Samos (/pɪˈθæɡərəs/; Ancient Greek: Πυθαγόρας ὁ Σάμιος Pythagóras ho Sámios “Pythagoras the Samian”, or simply Πυθαγόρας; Πυθαγόρης in Ionian Greek; c. 570 BC – c. 495 BC)[1][2] was an Ionian Greek philosopher, mathematician, and founder of the religious movement called Pythagoreanism.

Since the fourth century AD, Pythagoras has commonly been given credit for discovering the Pythagorean theorem, a theorem in geometry that states that in a right-angled triangle the area of the square on the hypotenuse (the side opposite the right angle) is equal to the sum of the areas of the squares of the other two sides—that is,

While the theorem that now bears his name was known and previously utilized by the Babylonians and Indians, he, or his students, are often said to have constructed the first proof. It must, however, be stressed that the way in which the Babylonians handled Pythagorean numbers implies that they knew that the principle was generally applicable, and knew some kind of proof, which has not yet been found in the (still largely unpublished) cuneiform sources.[47]

Pythagorean proof

he Pythagorean Theorem was known long before Pythagoras, but he may well have been the first to prove it.[6] In any event, the proof attributed to him is very simple, and is called a proof by rearrangement. The two large squares shown in the figure each contain four identical triangles, and the only difference between the two large squares is that the triangles are arranged differently. Therefore, the white space within each of the two large squares must have equal area. Equating the area of the white space yields the Pythagorean Theorem, Q.E.D.[7] That Pythagoras originated this very simple proof is sometimes inferred from the writings of the later Greek philosopher and mathematician Proclus.[8] Several other proofs of this theorem are described below, but this is known as the Pythagorean one.

Pythagorean triples Main article: Pythagorean triple A Pythagorean triple has three positive integers a, b, and c, such that a2 + b2 = c2. In other words, a Pythagorean triple represents the lengths of the sides of a right triangle where all three sides have integer lengths.[1] Evidence from megalithic monuments in Northern Europe shows that such triples were known before the discovery of writing. Such a triple is commonly written (a, b, c). Some well-known examples are (3, 4, 5) and (5, 12, 13). A primitive Pythagorean triple is one in which a, b and c are coprime (the greatest common divisor of a, b and c is 1). The following is a list of primitive Pythagorean triples with values less than 100: (3, 4, 5), (5, 12, 13), (7, 24, 25), (8, 15, 17), (9, 40, 41), (11, 60, 61), (12, 35, 37), (13, 84, 85), (16, 63, 65), (20, 21, 29), (28, 45, 53), (33, 56, 65), (36, 77, 85), (39, 80, 89), (48, 55, 73), (65, 72, 97)

"It’s true that the algorithms mathematically match songs, but the math, all it’s doing is translating what a human being is actually measuring," says Tim Westergren, who founded Pandora in 2000 and now serves as its Chief Strategy Officer. “You need a human ear to discern.”

Pandora’s secret sauce is people. Music lovers.

"That is the magic bullet for us," Westergren says of the company’s human element. "I can’t overstate it. It’s been the most important part of Pandora. It defines us in so many ways."

Children who received at least three years (M = 4.6 years) of instrumental music training outperformed their control counterparts on two outcomes closely related to music (auditory discrimination abilities and fine motor skills) and on two outcomes distantly related to music (vocabulary and nonverbal reasoning skills). Duration of training also predicted these outcomes. Contrary to previous research, instrumental music training was not associated with heightened spatial skills, phonemic awareness, or mathematical abilities

The paper presents a framework for understanding AR learning from three perspectives: physical, cognitive, and contextual. On the physical dimension, we argue that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts. On the cognitive dimension, we discuss how spatiotemporal alignment of information through AR experiences can aid student's symbolic understanding by scaffolding the progression of learning, resulting in improved understanding of abstract concepts. Finally, on the contextual dimension, we argue that AR creates possibilities for collaborative learning around virtual content and in non-traditional environments, ultimately facilitating personally meaningful experiences.