Chapter 21: Measuring: Virtue or Vice?

It is rather interesting to observe that numbers, derived from the Arabo-Indian system, are intriguingly powerful than one might apprehend. Truly, they give a subjective value that triggers an emotional perceiving. Words however, are much stronger than numerical values.

Generally speaking, (roughly) 70% words are for common use, but some of them are quite specific, not to mention the terminology in every field of study that are not included in the dictionary!

When we use words to measure, we employ ordinal scales, whereas in numerical circumstances, it is cardinal range of values that we apply.

What is the puzzling difference then? Suppose student X scored 75 in his midterm examination. There is a base (critical, or lower limit value) to consider in this particular case) level which is the grade required to pass. Passing that threshold would generate an intense feeling of secureness. And yet the expected/desired result would yield greater satisfaction. What if the scholastic system was grading its students with word-based system rather than just plain numbers?

But on a different aspect of the problem, examining arithmetic entities in terms of scale would be unquestionably relevant.

If we consider objects on an astronomical point of view, thereby we deny the existence of the Earth. In this rare case, only LightYears matter and, perhaps

One day, the cosmos’s boundaries will finally be known.

But then, on the other extreme,

If we look at the microscopic level,

In this other end of the spectrum,

Is there such a elements smaller than an atom?

Yet, we observed a strong tendency. Both of the other ends requires a insanely enormous amount of zeros to be measured.

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