@TedShifrin Well, the proof is some humongous computation. What I am trying is to see how things work in small cases so to understand what is going on.
So I am trying to work out the case $\omega$ is a $1$-form $$=\sum_{i=1}^n\omega_i dx_i$$
I lost respect for them because I think its silly ot have a prejudice toward "correct English" when plenty of intelligent people grow up in the South or black communities speaking non-standard english
it doesn't affec the quality of their ideas, so its just a bad prejudice imo
He lost respect for me because I cant see the value in putting effort into how you say things and conforming to the established standard to make sure htat you are understood and as clear as possible
I understand though. I'm sure its statistically true that the people who regularly speak non-standard English dialects have a lower IQ than people who usually use standard english. I just don't think the difference is that large. And the actual ideas someone uses will tell you ll you need otr know about their intelligence. No need to treat their dialect as a proxy
I remember seeing some really nicely handwritten course notes a while back. The prof used different colors and drew nice pictures. I'm pretty sure they're known for being so nicely handwritten. Does anyone know who they're by?
In complex analysis, the principal values of a multivalued function are the values along one chosen branch of that function, so that it is single-valued.
Motivation
Consider the complex logarithm function log z. It is defined as the complex number w such that
:e^w = z\,\!
Now, for example, say we wish to find log i. This means we want to solve
:e^w = i\,\!
for w. Clearly iπ/2 is a solution. But is it the only solution?
Of course, there are other solutions, which is evidenced by considering the position of i in the complex plane and in particular its argument arg i. We can rotate count...
you can use {\rm text} or \textrm{blah} to make non-italicized text in equations. also many prefer \cdot for multiplication over *, the star symbol is clunky and deprecated
@PeterTamaroff probably not, unless you ask for elementary manipulations over some specific extensions of differentials (which I have been doing for a while). Why?
I have successfully taught a few students who've never had calculus the course using that book, but they were extremely talented. Generally, the students who take the course have had high school calculus first.
Hmm, @PeterTamaroff. Then your signs are all backwards on your second line, so the mistake has to come somewhere next.
@AmberRoxanna: Most students need a teacher teaching them that course. I find that a lot of folks on this site are trying to do self-study of things they do not have the background or maturity to do ... I've seen that a lot this summer.
@PeterTamaroff: No, I was right. Check your signs from the definition.
@AmberRoxanna: But I would agree with @skullpatrol. You may very well be plenty smart and, if you're motivated and have the right guidance (teacher) you'd probably do great with it. But my experience with students in that course and in the multivariable analogue of it I wrote/teach all the time is that you must be really interested in understanding/doing proofs and in working hard.
Um, no, Peter, I'm NOT talking about you at all. You know tons of analysis, BTW, from what I've read from you. There are a gaggle of students trying to do Guillemin & Pollack's Differential Topology without knowing multivariable analysis (e.g., what you're doing in Spivak). And they've been trying to get us to do literally all their homework/test questions.
OK, somehow I didn't think you were lacking in self-belief ... But we all make silly sign errors ... or not so silly ones. And in complex geometry, keeping track of $\sqrt{-1}$ versus $1/\sqrt{-1}$ is enough to drive one batty.
@AmberRoxanna: I'm teaching a very talented high school senior a one-on-one Spivak course this very year. We've made it through some of the hardest theoretical material just fine so far. Now we're getting to derivatives.
Great, @AmberRoxanna. We certainly don't need more boring ones. @PeterTamaroff: I used to throw chalk, but I almost hit a guy in the eye, and immediately stopped doing it.