Re: Surrogate factoring, theory versus implementation

From: Jesse F. Hughes (jesse_at_phiwumbda.org)
Date: 01/25/05 

Date: Tue, 25 Jan 2005 15:01:47 +0100

"Volker Hetzer" <volker.hetzer@ieee.org> writes:

> <jstevh@msn.com> schrieb im Newsbeitrag news:1106607703.962870.170900@f14g2000cwb.googlegroups.com...
>> So, either I'm wrong, and will just bluster until I get tired, never
>> able to deliver, or some of you are about to have some of the worst
>> days of your lives, very soon.
> Can you estimate how soon?

He did. Two paragraphs later.

,----
| Your time wondering about the factoring problem is almost over, as I've
| solved it, and soon enough, everything you know about the field will be
| turned upside down, and for most of you, what you know, what you've
| spent years learning about factoring, will be next to useless.
| I'm talking in days, not weeks or months.
`---- 

-- 
"Your knowledge is the power that promote good thought, how then can you have
good thought without powerful knowledge or how can you have powerful knowledge
without learning or how can you learn without a teacher and how can a teacher
teach if he or she has not learned the subject." --CA Alternative High School

Relevant Pages

  • Re: Surrogate factoring, theory versus implementation
    ... | Your time wondering about the factoring problem is almost over, ... good thought without powerful knowledge or how can you have powerful knowledge ... without learning or how can you learn without a teacher and how can a teacher ...
    (sci.math)
  • Re: Cantorian pseudomathematics
    ... > falsifiability with the distinctions you make. ... fails for each of those, ... good thought without powerful knowledge or how can you have powerful knowledge ... without learning or how can you learn without a teacher and how can a teacher ...
    (sci.math)
  • Re: Why sci.math?
    ... > natural language. ... good thought without powerful knowledge or how can you have powerful knowledge ... without learning or how can you learn without a teacher and how can a teacher ...
    (sci.math)
  • Re: Surrogate factoring approach, analysis
    ... > as well call me male, young and Canadian for the lot of good it will do ... good thought without powerful knowledge or how can you have powerful knowledge ... without learning or how can you learn without a teacher and how can a teacher ...
    (sci.math)
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