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CompMath.html

@@ -390,7 +390,7 @@ <h1>Compassionate Math<a class="headerlink" href="#compassionate-math" title="Pe
 <p>Acccordingly, this book attempts to reveal the thought-process behind creating mathematics (category theory) using story-telling, lots of illustrations, and visualization of computations. Minimizing the requirement for coding background, we have incorporated live-coding whenever possible. As such, this book is close to a creative non-fiction in formal mathematics. It is a new kind of experiment.</p>
 <a class="reference internal image-reference" href="_images/machinery.png"><img alt="Whoopsy!" class="align-center" src="_images/machinery.png" style="width: 400px;" /></a>
 </br>
-<p>The process of learning something new is like building a machine by collecting its many little parts, and by screwing all those parts tegether. When we got all the parts and when all those parts are in their right place screwed together, then the machine can take us forward in our further explorations! Most of the textbooks focus on providing the big screws and the parts of its machine to the reader. However, its the tiny nuts and bolts which decide if someone’s understanding is tight and intact, or not. What this book does is to provide as much importance to the tiny nuts and bolts as much as to the big screws. Consequently, this book covers just enough material towards its goal in terms of breadth and depth. This has been made possible by the story-telling style of writing.</p>
+<p>The process of learning something new is like building a machine by collecting its many little parts, and by screwing all those parts together. When we got all the parts and when all those parts are in their right place screwed together, then the machine can take us forward in our further explorations! Most of the textbooks focus on providing the big screws and the parts of its machine to the reader. However, its the tiny nuts and bolts which decide if someone’s understanding is tight and intact, or not. What this book does is to provide as much importance to the tiny nuts and bolts as much as to the big screws. Consequently, this book covers just enough material towards its goal in terms of breadth and depth. This has been made possible by the story-telling style of writing.</p>
 <hr class="footnotes docutils" />
 <aside class="footnote brackets" id="id2" role="note">
 <span class="label"><span class="fn-bracket">[</span><a role="doc-backlink" href="#id1">1</a><span class="fn-bracket">]</span></span>

_sources/CompMath.md

@@ -13,6 +13,6 @@ Acccordingly, this book attempts to reveal the thought-process behind creating m
 ```
 </br>
 
-The process of learning something new is like building a machine by collecting its many little parts, and by screwing all those parts tegether. When we got all the parts and when all those parts are in their right place screwed together, then the machine can take us forward in our further explorations! Most of the textbooks focus on providing the big screws and the parts of its machine to the reader. However, its the tiny nuts and bolts which decide if someone's understanding is tight and intact, or not. What this book does is to provide as much importance to the tiny nuts and bolts as much as to the big screws. Consequently, this book covers just enough material towards its goal in terms of breadth and depth. This has been made possible by the story-telling style of writing. 
+The process of learning something new is like building a machine by collecting its many little parts, and by screwing all those parts together. When we got all the parts and when all those parts are in their right place screwed together, then the machine can take us forward in our further explorations! Most of the textbooks focus on providing the big screws and the parts of its machine to the reader. However, its the tiny nuts and bolts which decide if someone's understanding is tight and intact, or not. What this book does is to provide as much importance to the tiny nuts and bolts as much as to the big screws. Consequently, this book covers just enough material towards its goal in terms of breadth and depth. This has been made possible by the story-telling style of writing. 
 
 [^1]: Priyaa Varshinee Srinivasan. "[Compassionate mathematics: the mathematics that accepts who I am](https://topos.site/blog/2024-06-10-compassionate-mathematics/)" Blog at Topos Institute, June 2024. 

_sources/afterword.ipynb

@@ -2,7 +2,7 @@
  "cells": [
   {
    "cell_type": "markdown",
-   "id": "c4fab961",
+   "id": "4c146f7d",
    "metadata": {},
    "source": [
     "# Afterword"

_sources/authors.ipynb

@@ -2,7 +2,7 @@
  "cells": [
   {
    "cell_type": "markdown",
-   "id": "5df7dc0b",
+   "id": "4868c6ff",
    "metadata": {},
    "source": [
     "# Authors\n",

_sources/chp0.ipynb

@@ -2,7 +2,7 @@
  "cells": [
   {
    "cell_type": "markdown",
-   "id": "4959d3e7",
+   "id": "d80785b2",
    "metadata": {},
    "source": [
     "# Chapter 0: Directed Graphs\n",
@@ -50,7 +50,7 @@
     "\n",
     "![whoops!](./assets/Ch1/DGSki.jpg)\n",
     "\n",
-    "If you squint, you can look at this like a simplified map. We've left out the trees and the geography and the distances from one place to another. We've distilled our wayfinding to only the most essential details needed for getting around.\n",
+    "If you squint, you can look at this like a simplified map. We've left out the trees and the geography and the distances from one place to another. We've distilled our way-finding to only the most essential details needed for getting around.\n",
     "\n",
     "\n",
     ":::\n",
@@ -96,7 +96,7 @@
     ":align: center\n",
     "```\n",
     "\n",
-    " By defintion, the arrows in a directed graph must point from one vertex to another. But if we're not careful we may update our graph in a way that leaves arrows \"dangling.\" When we're trying to model the world with a directed graph, a broken graph like this is a big problem because it invalidates the underlying model. It's not that the model becomes incorrect. It becomes _meaningless_. To say, \"Aphrodite loves ...\" is not right or wrong, it's just ungrammatical!\n",
+    " By definition, the arrows in a directed graph must point from one vertex to another. But if we're not careful we may update our graph in a way that leaves arrows \"dangling.\" When we're trying to model the world with a directed graph, a broken graph like this is a big problem because it invalidates the underlying model. It's not that the model becomes incorrect. It becomes _meaningless_. To say, \"Aphrodite loves ...\" is not right or wrong, it's just ungrammatical!\n",
     " \n",
     " And an unfortunate fact of life is that directed graphs in a computer are prone to getting broken in this way. We can try to exercise care when performing simple updates, but more sophisticated computational manipulations–merging graphs, separating subgraphs, performing replacement on sections of graphs–all of these introduce complicated edge cases in which arrows and vertices may end up becoming detached. \n",
     " \n",

_sources/chp0.md

@@ -55,7 +55,7 @@ In this directed graph, the vertices are locations and the arrows are "modes of
 
 ![whoops!](./assets/Ch1/DGSki.jpg)
 
-If you squint, you can look at this like a simplified map. We've left out the trees and the geography and the distances from one place to another. We've distilled our wayfinding to only the most essential details needed for getting around.
+If you squint, you can look at this like a simplified map. We've left out the trees and the geography and the distances from one place to another. We've distilled our way-finding to only the most essential details needed for getting around.
 
 
 :::
@@ -101,7 +101,7 @@ Suppose we've modeled some situation in a computer using a directed graph. If ou
 :align: center
 ```
 
- By defintion, the arrows in a directed graph must point from one vertex to another. But if we're not careful we may update our graph in a way that leaves arrows "dangling." When we're trying to model the world with a directed graph, a broken graph like this is a big problem because it invalidates the underlying model. It's not that the model becomes incorrect. It becomes _meaningless_. To say, "Aphrodite loves ..." is not right or wrong, it's just ungrammatical!
+ By definition, the arrows in a directed graph must point from one vertex to another. But if we're not careful we may update our graph in a way that leaves arrows "dangling." When we're trying to model the world with a directed graph, a broken graph like this is a big problem because it invalidates the underlying model. It's not that the model becomes incorrect. It becomes _meaningless_. To say, "Aphrodite loves ..." is not right or wrong, it's just ungrammatical!
 
  And an unfortunate fact of life is that directed graphs in a computer are prone to getting broken in this way. We can try to exercise care when performing simple updates, but more sophisticated computational manipulations–merging graphs, separating subgraphs, performing replacement on sections of graphs–all of these introduce complicated edge cases in which arrows and vertices may end up becoming detached. 
 

_sources/chp1-directed-graphs.ipynb

@@ -2,7 +2,7 @@
  "cells": [
   {
    "cell_type": "markdown",
-   "id": "87c29865",
+   "id": "3c725dca",
    "metadata": {},
    "source": [
     "# Chapter 1: Data\n",
@@ -93,7 +93,7 @@
   {
    "cell_type": "code",
    "execution_count": null,
-   "id": "dc8d6dc3",
+   "id": "85ff1032",
    "metadata": {},
    "outputs": [],
    "source": [
@@ -108,7 +108,7 @@
   {
    "cell_type": "code",
    "execution_count": null,
-   "id": "10543a77",
+   "id": "15b92813",
    "metadata": {},
    "outputs": [],
    "source": [
@@ -120,7 +120,7 @@
   },
   {
    "cell_type": "markdown",
-   "id": "8c19e23e",
+   "id": "06f71288",
    "metadata": {},
    "source": [
     "## 1.3 On the importance of finding the right abstractions \n",