# Mac OS X下MATLAB R2012b安装及破解

http://blog.sina.com.cn/s/blog_559d66460101caur.html

## Mac OS X下MATLAB R2012b安装及破解 (Updated on 10/19/2013)

(2013-03-08 05:28:16)

【转载请注明出处！！！】

1. 下载 MATLAB R2012b 安装包。安装文件的大小约为5G。之前的下载地址都失效了，为了方便大家，po主自己传了一份到百度网盘。因为度娘不允许单个文件大于4G，所以压成了5 parts，请把5 parts都下完后再解压… 侵删，勿跨省跨国追捕…

Part 1: http://pan.baidu.com/s/15lLMe    提取密码：ygxm
Part 2: http://pan.baidu.com/s/1dFl4    提取密码：naxi
Part 3: http://pan.baidu.com/s/19V4cW    提取密码：zrwu

Part 4: http://pan.baidu.com/s/1FvjiY    提取密码：ag8t
Part 5: http://pan.baidu.com/s/1899jD    提取密码：f85x
PS：大家随便下，po主不设权限不收钱，不用谢，作为交换请不要关掉页面的background music，让po主私心promote一下G-Dragon的音乐  各种风格都有，歌曲排序大概是普通青年->文艺青年->黑泡青年，请根据喜好自行切换

2. 下载 MATLAB R2012b 安装密钥/License。地址：http://vdisk.weibo.com/s/sSDYb （微博快被@爆了… 改天传一份到度娘去…）。解压后安置在某处待用。
3. 双击MATLAB安装文件(.iso file)，选择 Install for Mac。进入以下画面时，点选 Install without using the Internet （离线安装），然后点击Next

4. 在这一步中选择 I have the File Installation Key for my license。在前面下载并解压的安装密钥文件夹中，打开文件“MatLab R2012b 安装密钥.txt”，复制任意一个密钥，粘贴到输入框中。据说不同长度的license代表所含的组件数量不一样。点击Next

5. 在这一步中，根据自己的需要，选择安装类型。普通用户的话选Typical即可，高端用户可选择自定义安装Custom。然后Next

7. 之后就开始安装了。Enjoy the free MATLAB on your Mac!
【Update】其它问题：
(1) A server line could not be found in your license file. You will have to manually edit the SERVER line in /Applications/MATLAB_R2012b.app/licenses/network.lic
PS：这个解决方法来自[2]。因为我之前已经装了Xcode，虽然没有特别去设置什么，但没有碰到这个问题。有这个问题的小伙伴们如果没有装Xcode，就先装Xcode，还是有问题的话就装下面这个patch。

Notes for the Mac Platform
A patch is required to add support for Xcode 4.6, 4.5, 4.4 and 4.3. See Solution 1-FR6LXJ for the patch and installation instructions.

References:
[2] http://blog.sina.com.cn/s/blog_c29649af0101f5g4.html
[3] http://www.mathworks.co.uk/support/solutions/en/data/1-FR6LXJ/

# Controversy over Yau-Tian-Donaldson

http://www.math.columbia.edu/~woit/wordpress/?p=6430

# Controversy over Yau-Tian-Donaldson

Posted on November 25, 2013 by woit

The last posting here was about an unusually collaborative effort among mathematicians, whereas this one is about the opposite, an unusually contentious situation surrounding important recent mathematical progress.

What’s at issue is the proof of what has become known as the “Yau-Tian-Donaldson” conjecture, which describes when compact Kähler manifolds with positive first Chern class have a Kähler-Einstein metric. This is analogous to the Calabi conjecture, which deals with the case of vanishing first Chern class. Progress by Donaldson on this was first mentioned on this blog here (based on his talk at Atiyah’s 80th birthday conference in 2009). Last fall a proof of the conjecture was announced by Chen-Donaldson-Sun, with an independent claim for a proof by Gang Tian, see here. I wrote a bit about this last winter here, after the details appeared of the Chen-Donaldson-Sun proof, and that posting gives some links to expository articles about the subject.

I had heard that there were complaints about Tian’s behavior in this story, including claims that he did not have a complete proof of the conjecture and was not acknowledging his use of ideas from Chen-Donaldson-Sun. Recently this controversy has become public, with Chen-Donaldson-Sun deciding to put out a document (linked to from Donaldson’s website) that challenges Tian’s claims to have an independent proof. The introduction includes:

Gang Tian has made claims to credit for these results. The purpose of this document is to rebut these claims on the grounds of originality, priority and correctness of the mathematical arguments. We acknowledge Tian’s many contributions to this field in the past and, partly for this reason, we have avoided raising our objections publicly over the last 15 months, but it seems now that this is the course we have to take in order to document the facts. In addition, this seems to us the responsible action to take and one we owe to our colleagues, especially those affected by these developments.

I should make it clear I’m no expert on this mathematics, so ill-equipped to judge many of the technical claims being made. The Chen-Donaldson-Sun document is giving one side of a complicated story, so it would be useful to have Tian’s side for comparison, but I have no idea if he intends to respond.

On a more positive note, perhaps this controversy will not interfere much with future progress in this area, as Donaldson and Tian are jointly organizing a Spring 2016 workshop on this topic at MSRI.

Update
: I hear from Tian that he has recently written a response to the Chen-Donaldson-Sun document, which is available here, and he may at some point write some more about this. Anyone who has read the CDS side of this should also take a look at what Tian has to say in response.

# 离散数学第一讲：集合论的创立和第三次数学危机

－－Cantor

$X=\{ x_{0}, x_{1},...\} \text{ and } \mathbb{N}=\{0,1,2,...\}.$

$|X|=|\mathbb{N}|=\aleph_{0}.$

$2\mathbb{N}=\{ 0,2,4,6,...\}, |2\mathbb{N}|=\aleph_{0}$

$\mathbb{Z}=\{...,-1,0,1,...\}$ is countable. The set $\mathbb{Q}$ is countable.

$\mathbb{N}\times \mathbb{N}$ is also countable.

$f(x)=\sum_{i=0}^{n} a_{i} x^{i}, (a_{i} \in \mathbb{Z}, a_{n}\neq 0)$

$h(f(x))$小的先数。因此整系数多项式是可数的。

# [转]DJVU格式电子图书介绍

———————-

djvu是一种电子文档格式，于1996年被美国AT&T实验室研制成功。与我们熟悉的pdf、ppt等一样，djvu文件中存储了文字、图片等信息，可通过软件进行此类文档的制作、分享、阅读操作。

djvu的技术特色，即为什么要选择djvu？

djvu没有ppt与pdf，甚至没有pdg更大众化，但是它的技术特点确是其先天优势，具体来讲有以下几点：

1.双层打印

2.超级强大的压缩功能

3.适合网络分享

DJVU阅读器：WinDjView 0.4.1 下载

View original post

# 转载：世界十个著名悖论的最终解答

（一）电车难题（The Trolley Problem）

Das曰：

Das这样驳斥这种观点：

Das曰：

Das认为：

Das来讲一个现实生活中的真实的故事：

A显然对这种威胁不屑一顾：“我真的不知道你问什么。”

A这一次没有回答。

Das曰：

Das曰：

das曰：

Das曰：

“中文房间”最早由美国哲学家John Searle于20世纪80年代初提出。这个实验要求你想象一位只说英语的人身处一个房间之中，这间房间除了门上有一个小窗口以外，全部都是封闭的。他随身带着一本写有中文翻译程序的书。房间里还有足够的稿纸、铅笔和橱柜。写着中文的纸片通过小窗口被送入房间中。根据Searle，房间中的人可以使用他的书来翻译这些文字并用中文回复。虽然他完全不会中文，Searle认为通过这个过程，房间里的人可以让任何房间外的人以为他会说流利的中文。

Searle创造了“中文房间”思想实验来反驳电脑和其他人工智能能够真正思考的观点。房间里的人不会说中文；他不能够用中文思考。但因为他拥有某些特定的工具，他甚至可以让以中文为母语的人以为他能流利的说中文。根据Searle，电脑就是这样工作的。它们无法真正的理解接收到的信息，但它们可以运行一个程序，处理信息，然后给出一个智能的印象。

“中文房间”问题足够著名，这是塞尔为了反击图灵设计的一个思想实验。

“我不知道。”

Das曰：除非你脑袋里头首先有必要的相关知识、概念，并且能够使用这些知识、概念对感觉到的事实、现象、真理进行分类整理、分析判断，得出相应的结论，否则你不可能“知道”任何东西。

Das在很多帖子里多次谈到薛定谔的猫，这个悖论的重要性不言而喻。薛定谔的猫和麦克斯韦的妖并列为科学史上的两大奇观。不同的是麦克斯韦的妖是一个已经解决的问题，薛定谔的猫至今仍悬而未决。有人说薛定谔猫态在介观尺度早已实现了，有人说哥本哈根解释早已崩溃了，公说公有理，婆说婆有理。很多人不愿意介入这场争论——尽管这是现阶段人类面临的最为重要的问题——不是他们不感兴趣，而是他们根本不愿意花费数年的生命去搞清楚量子力学的基本原理。
Das曾经立志要让毫不懂得量子力学的人在二十分钟之内了解薛定谔的猫，可是我失败了。失败了不要紧，我们从头再来。这一次das不再用现实世界中的例子来比喻，而是用一个如假包换的量子力学的真实事例来说明：

“反对称”是什么意思？

“纠缠态”、“叠加态”真的存在吗？或者仅仅是数学对我们不了解的原因给与了近似的描述？

10．缸中的大脑（Brain in a Vat）

# 作者： 李博文

“在此时刻，我认为当初的决定下得是草率的，事后的发展完全没有预计，感谢一些朋友事前的忠告。国内学术圈的现实：残酷、无信、无情。虽然因我的自以为是而忽视。”

The finity can’t comprehend the infinity.

xmmxmu最近有一条微博：“我渐渐开始意识到，我这辈子极有可能成不了富二代他爹官二代他爹，只能当一个平凡的我娃他爹了。。。每每想到这里，我就觉得眼前的生活开阔亮丽了不少。”

David呆回复他说：“有时候觉得接受自己终将平庸的事实也算是成熟的表现啊。”

“今年是龙年，我依然用着这传了五千年的宝贵文字纪录我的人生。在我生日之际，我真心希望所有龙的传人能够睁开双眼，看看我们所面对的真实世界，客观地分析一下我们民族的未来在哪里。”

# The exam feedback conundrum

By this point in the semester, I have given two exams in my Calculus class and one in my Real Analysis class. Grading is always a pain, but I have struggled much more recently with what to say as I hand out the exams. Giving statistics on the exam might be helpful for students so they can see how they stand with respect to the rest of the class. But is that really important? Isn’t it more important that the student only know how they did, and perhaps how they can improve? I really don’t know the answer to this question. I used to never give statistics on the exam. If my students asked, I would say that averages and medians were not a great way to summarize their performance, and that they should really only worry about their own performance. But I have recently caved, mostly because I realized I was one of the few people who did not give any stats on the overall class performance, and the students were sort of expecting it. After a couple of awkward incidents this semester, I’m considering going back to my “no stats” policy.

The first thing to think about is why would you want to know how everyone else did? Especially if the professor doesn’t curve, and so the performance of others will not affect your own individual performance. So what does it matter if you were the only A, or one of the many A’s? But of course, it matters.  Everyone wants to feel like they’re doing better than average, so they want to know the average. The paradox here is that there have to be people below the average! I remember telling my Calculus students, on their first exam, that the median was an 89. I was congratulating them, because as a class they performed well. But as soon as I explained (to the few who didn’t know) that the median was the cut-off between the top 50% and the bottom 50%, a lot of them looked very concerned. They realized that 50% of them had gotten an 89 or less. So somehow, this makes the people who didn’t get an A feel worse, and at the same time it makes the people who did feel less special. So my attempt to congratulate and praise kind of backfired.

And then we have the problem of what that praise does to the students’ performance later. For example, the average and median on the second exam were a lot worse. And I know in part it was because the material got harder (the material always gets harder), but I wonder if maybe they got a bit complacent and overconfident, and decided to blow off this exam. Of course, I have no way to prove this, and because I had done it for the first exam, I gave them the stats for the second. One student asked for more information, like what was the spread of the grades. This is a good statistical question, but I don’t like to give the highest and lowest scores, since then I make the student with the lowest score feel really bad. I gave the highest score, because I decided no one would mind, and then the student with the highest score came up to me and said that that made them a little uncomfortable. I didn’t say any names or indicate that they had been the student with the highest score, but then I realized that their friends could probably figure it out, and I guess that’s something that people are not always comfortable with sharing.

This reminds me a bit of my Real Analysis exam, where the median was an A-. I wanted to share that with the class because the exam wasn’t easy, Real Analysis is not easy, and I wanted to congratulate them on their accomplishment. But again, my mistake was in forgetting that there were still people who had not done very well, and thus I was essentially making them feel very bad about themselves. I am also not sure if this improved morale in the class, since an A in Analysis, which would normally be exciting, now didn’t seem like such a hard thing to attain and thus was made less special.

Of course, it could be much worse. When I was in college, my Linear Algebra prof liked to hand out exams in descending order. So if your name was called first, you knew you had the best grade in the class. As names were called, you got increasingly worried. Whoever was called last had to do the long walk of shame to the front of the class to pick up their exam, which we all knew was the worst. I was called first only once, and I was very pleased with myself, so I guess the method did improve my self-esteem. I’m not sure this method helped anyone in the bottom half, though. In any case, I believe that this would be illegal due to FERPA rules, so it’s not even something to consider.

All of this is a long way to say that I’m considering not giving any statistical feedback on the exam. Maybe just focus on common mistakes and things to work on for the final exam, and perhaps I could take a bit more time on each exam and write personalized feedback on the exam instead. I do tell everyone who got less than a 70 to come talk to me during office hours, so that’s another place to give feedback and comments or suggestions on a student’s individual performance. It is tempting to praise a class that did well, but it’s possible that I’m doing that more to stroke my own ego (look how great a teacher I am!) than to improve their morale. Each one of them knows how they’re doing, and I think now that that should be enough.

How about you, dear readers? How much feedback do you give to the class as a whole on their performance in an exam? Have you had uncomfortable situations stemming from this? Do you have suggestions for how to praise the students without making others feel bad? Please share your thoughts in the comments section below.

# Five (math) things to do before you die

1. My immediate response to the question was the Riemann hypothesis. Not that given 100 more years to live I would have any hope of solving this problem, but I would like to see it proved in my lifetime. Especially because we are all pretty certain that it’s true.

Of course, then one can go through the list of Millenium Problems and I would add two more things:

2. the Birch and Swinnerton-Dyer Conjecture, and

3. the P vs NP problem.

Again, I am not saying I have any chance of solving them, just that I would like to see the solutions to these problems. But this is where it gets tricky. I basically have a list of three things that probably anyone could have made (these are some of the most famous problems in math!). So how do I add two more things to it? Nothing will seem as important (nothing else I can think of would make you a millionaire!). OK, there are three other millenium problems, but I’m just not as interested in them. So then I started thinking about the math topics I would be sad not to have learned if I were to die tomorrow.

4. I have gotten interested in mirror symmetry and its relation to physics and number theory, so I guess I would be sad if I died tomorrow without learning more about it.

5. Arithmetic dynamics, since I am very interested but kind of new to it.

But doesn’t the list become weak after I add these two things? Anyway, please share your Top 5 in the comments below.

The original question got me thinking about other fun questions on might ask:

– Which 5 math books would you take to a desert island? The funny thing is that I can’t think of a top 5 but I can always think of at least one or two things. For example, I would bring Serre’s A Course in Arithmetic. But of course, if you asked me to bring just one I would be stuck.

– Who are your Top 5 mathematicians of all time? Gauss? Ramanujan?

-Slight variation: which 5 mathematicians would you take to a desert island? See, here I would probably pick some fun/handy mathematicians. I don’t know if Gauss would be very good at building a hut.

– What are the best 5 math formulas? Euler’s formula is widely regarded as one of the most beautiful formulas in mathematics. Do you agree? Can you think of others?

– What are your 5 favorite functions? I know one: hypergeometric functions!

As a final comment, I wanted to say the first question was suggested by my friend Casey Douglas, who is an Assistant Professor at St. Mary’s College of Maryland. He thought of this question as he was preparing a talk for the SMCM math department’s annual “MATH WEEK OF AWESOME”, which sounds, indeed, awesome.

So now I open it to you. Do you have answers to these questions? Do you also find it slightly frustrating when these questions are posed (if so, I apologize)? Can you think of other questions like this?

http://blogs.ams.org/phdplus/2012/03/23/five-math-things-to-do-before-you-die/

# 灌篮高手歌曲：

☆灌籃高手 漫畫卡通系列歌曲★

# What the world would look like if all the ice melts

http://www.smh.com.au/environment/climate-change/what-the-world-would-look-like-if-all-the-ice-melts-20131107-2x2p9.html

It seems Charles Sturt, Thomas Mitchell and other early European explorers tramping the scorching deserts of Australia in search of an inland sea were a few thousand years too early.

According to maps published by National Geographic, Australia will one day get an inland sea if global warming continues and melts the world’s ice caps and glaciers, lifting sea levels by about 70 metres.

The US-based organisation said it would take about 5000 years for all the ice to melt, although impacts will hit coastal communities much sooner – and having an inland sea won’t be much consolation to Australians.

What if all the ice melted? National Geographic’s map of a shrinking Australia.

Neville Nicholls, a climate expert at Monash University whose work has included research on Australia’s shrinking snow season, said scientists have known for decades the upper end of sea-level rises from melting the cryosphere would be about 70 metres.

While the complete melting of the world’s ice would potentially take thousands of years, the pace of global warming caused by human activities is putting us on such a course, Professor Nicholls said.

“The amount of warming you need isn’t out of the realms of what we’d expect from business-as-usual emissions scenarios,” Professor Nicholls said.

Europe in an ice-free world. Photo: National Geographic

Once you get to warming of about 5 degrees, it would be hard to see how the melting would stop, given the long-lived consequences of a build-up of greenhouse gases, he said.

“You don’t need to wait for 70 metres to really disrupt Melbourne, Sydney, New York and many more low-lying coastal cities around the world,” Professor Nicholls said. “It’s the first metre or two that you have to worry about.”

The sea level has been rising at the rate of about 3 millimetres a year globally, and “there are worries that it will accelerate as warming increases”, Professor Nicholls said.

North America in an ice-free world. Photo: National Geographic

The World Meteorological Organisation overnight released its latest annual report, showing that the concentration of greenhouse gases that trap more of the sun’s heat in the earth’s biosphere are at record levels, with the increase accelerating.

National Geographic noted that the last time the earth was ice-free was 34 million years ago during the Eocene period, when alligators swam in Arctic swamps.

An ice-free world would see present-day London underwater, the Netherlands and Denmark lost. Bangladesh, home to 160 million people,would no longer exist and land now home to 600 million Chinese would be submerged. The US would have a lot fewer states, with the east coast including Florida lost to the sea, the National Geographic maps show.

Asia in an ice-free world. Photo: National Geographic

The world’s ice caps, glaciers and permanent snow contain about 24 million cubic kilometres of water, according to the US Geological Survey. Antarctica and Greenland make up about 90 per cent of the total ice.

# [转载] 走进职场（十八）——尽量不要做文盲

作  者: zr9558

【 以下文字转载自 JobAndWork 讨论区 】
【 原文由 shagu 所发表 】

我常自嘲说自己是个有知识的文盲。这一篇，算是对我大学时代虚度光阴的忏悔，也

自己从小就偏文科，到了高中语文还常接近满分，数学之类的则勉强及格。文理分科

当时特别羡慕文科院系的同学，每周才20节课，剩余的时间泡图书馆看书，外出兼职
，大学生活有声有色。我们院从大一开始，每周至少40节课，而且实验绝对是体力活，累

我现在常跟家属炫耀我的各种小聪明，但他都不屑一顾。也难怪他不服：当年他年年

但是我那些不多的课余时间在干什么呢？在看言情小说追韩剧。我从小学三年级就知

韩剧这个玩意说实话我到现在也没戒掉。常追常骂，常骂常追。只不过一年能看中的

，过分时能从白天看到天白，不眠不休。所以我学习不认真，但也觉得自己十分忙碌。

我第一次感觉到自己是个文盲是在准备考研那会儿。当时心气特别高，要跨专业跨学

但没多久心里就发慌，我发现自己三年多的大学，本院系的课程学了个乱七八糟，与

论学历，我们在同一学校学习同样的时间，应该不相上下。但是我仍然在侃侃而谈的

建议：术业有专攻这句话本身没有问题，文理科专业设置的不同培养出的人才所精通

一个人的谈吐见识，人格气质与自身文化修养不无关系。如果有像我曾经一样，学习

曾经有这么一位同事，也是通过努力考上名牌高校，工作后家境逐年好转，应该属于

，累死了。听的人常常忍不住笑，她还以为是别人羡慕她钱多。

还是这位同事，与大家一同去KTV唱陈瑞的《白狐》，衣袂飘飘唱成“衣que飘飘”；

这个同事差不多工作有十年了，一直把自己毕业的学校和院系挂在嘴边炫耀，告诉大

。

我真不知道这个同事是对自己过于自信，还是文化修养确实有缺失。当然她整个人的

建议：个人认为即使已经步入工作岗位，再忙再累，也不应该把最基本的文化素养抛

虽然学历的高低不是衡量一个人的唯一标准，但一群人中文化修养的层次只要扫一眼

再来讲一个高级人才的故事，还真不能以文盲来称呼。他已然是海外归国的高级人才
，学识比我等不知高了几个级别。但他身上发生的这件事还是给我留下了深刻印象。

公司的海归特别多，他们在海外的时间长短不一。刚开始特别不适应他们中英文夹杂

此高管回国不久，公司出面帮他申报了一个人才项目，前期的基本工作都不要他操心
，直到最后进入复审环节时，需要他露面做个五分钟的答辩，材料和PPT我们之前就准备好
，照念然后认真回答问题就行。虽说他道行不太高但是资历在同组答辩的人里已经算佼佼

但在提问环节，这个高管闹了个不大不小的笑话。答辩委员会的老师问他一个问题：

老师再原话问一遍，最后他说：不好意思我在国外呆久了，对中文比较生疏，真的不

这个人平时也比较爱装。明明是个才在国外生活不到十年的人，国内博士读完才出去
，连绿卡都是回国工作以后才正式拿到手的，却非要装得自己是个土生土长的美国人。常

实话实说我自己的英文水平烂的跟狗屎一样，在这里超市买鱼买肉基本靠指，对话基

我也不是嫉妒那些考过专业英语八级，GRE和托福考最高分的人，他们能把非母语学到

又是什么样的体制下教育出来的博士，出国十年，回国后连“你在这个项目中起什么

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※ 来源:．南京大学小百合站 http://bbs.nju.edu.cn [FROM: 24.130.242.94]

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※ 来源:．南京大学小百合站 http://bbs.nju.edu.cn [FROM: 220.112.250.201]

# 红眼睛蓝眼睛逻辑问题

1. 他们不能照镜子，不能看自己眼睛的颜色。
2. 他们不能告诉别人对方的眼睛是什么颜色。
3. 一旦有人知道了自己是红眼睛，他就必须在当天夜里自杀。

# Geek是这样玩飞镖的

http://songshuhui.net/archives/81576

【最佳的飞镖靶子数字排列】

# Geek们可以科学地玩飞镖

Geek们不仅对于靶子有讲究，玩飞镖的时候也有自己的一套策略。斯坦福大学的几位博士学生就发明了一套统计学的方法，只要用智能手机上的一个小程序指点迷津，就可以显著提高玩飞镖的分数。

Geek们告诉你，玩飞镖比的不仅是眼力，还有智商。

# 参考资料

2、如何罚点球——隐藏在体育中的数学