...The Language of ‘Cube’
“The theater, which is in no thing, but makes use of everything -- gestures, sounds, words, screams, light, darkness -- rediscovers itself at precisely the point where the mind requires a language to express its manifestations. To break through language in order to touch life is to create or recreate the theatre.”- Antonin Artaud
Antonin Artaud was a French poet, actor, playwright and theatrical director who believed strongly that the theatre’s main function was to rid audiences of all the repressive effects of civilization and liberate their instinctual energy. He achieved this by manipulating various theatrical elements such as themes, lighting, sound and movement to shock audiences and assault their senses. Artaud named his theory Theatre of Cruelty and although only one of his plays, Les Cenci, was ever produced in accordance with this theory, his ideas have gone on to influenced avant-garde movements such as the Living Theatre and the Theatre of the Absurd. His ideas have also continued to lend inspiration to film directors. One such director who has obviously taken ideas from Artaud’s work is Vincenzo Natali.
Vincenzo Natali, director of the 1997 mystery thriller ‘Cube’ set out to arouse and awaken the instinctual energy and senses of the audience. He did this successfully by manipulating the dramatic elements of lighting, sound, movement and symbolism. The ‘Cube’ is the frightening,...

...Understanding of the Concept of a Three-Dimensional Cubes
and Surface Area in the Classroom
Written by Vanessa Kinsey
There are several uses in our daily lives that involve calculating the area of objects or places. Many of these daily recurring calculations require using acquired skills to figure out the area of three-dimensional objects. When introducing the concept of surface area to 5th and 6th grade students, they need to first know what three-dimensional objects look like and understand what the definition is, or the difference between a two-dimensional and a three-dimensional object. Through the use of manipulatives, instructing the students to change a two-dimensional piece of paper into a three-dimensional object, the students should gain a better understanding of the concept. It is helpful for students to create and hold a cube to fully understand what a three-dimensional cube looks like. Once students gain an understanding of the concept of a three-dimensional cube, they will be able to understand the concept of finding its surface area with ease.
To introduce the concept of surface area, I will begin reviewing the concept of finding the area of a two-dimensional object such as a square or rectangle, and remind them of the formula for area is length times width (LxW). Next, I will begin to link this review with the new concepts. For instance, if the length of each side of the square which forms one...

...The film 'The Cube' directed by Vincenzo Natali, explores many of the key and fundamental concepts of Society and Culture. These concepts include society & culture, environment & time and power & authority. The characters in the film (Leaven, Quentin, Worth, Holloway and Kazan) experience each of these concepts and they each play a role in the outcome of the film.
The concepts of society and cuture both play a major role in the characters interactions and therefore in the films outcome. When the film begins the audience quickly discovers much about the personas and values of each character in the. Quentin – a determined police officer, Leaven – a talented student, Holloway – a soft-hearted doctor and Kazan – a man with Asperger’s and Worth (who remains relatively quiet for the first part of the film) is later shown to be an intelligent but cynical architect, with little will to escape the Cube. Each of these persons contribute to the microcosmic society within the Cube. Society plays a very important role within the Cube as it is the individual’s organisation and interactions with each other that helped to shape their fates. In order to escape the Cube had to rely very heavily on each other, co-operation being one of their most viable tools. This is proven when Quentin’s aggression and inability to co-operate results in the death of three of the characters.
When the characters worked as a society, they...

...times have you pick up a cube and said damn it wish I could complete the hold thing and not just on side or finish without sticker peeling.
C. In time of boredom or just a mind opener its nice to baffle your continuesly with speed trials, always trying to beat the time before.
D. Within this informative speech I hope to open your eyes to the least complicated puzzle that was developed in the late 70’s early 80’s
E.
1. Today I will give you a brief history on the cube.
2, Then I will explain what a algorithms and what an algorithm is
3. Finally I will demonstrate the putting together this masterpiece call a rubiks cube.
2. Body
A. Ernõ Rubik is a Hungarian inventor whose name is known globally due to the popularity of the cube puzzle that bears his name. Born in Budapest, Rubik studied sculpture in college, then architecture at the Academy of Applied Arts and Design, where he taught interior design and invented his world-famous puzzle cube. His invention went on to become the most popular puzzle game of all time, making Rubik the first self-made millionaire from the communist bloc.
B. While working as a professor in Budapest, Rubik became intrigued with a structural design problem. He wanted to construct a cube with adjustable squares on each side that would move independently without the entire structure falling apart. In 1974, he came up with...

...
How to Logically Solve a Rubik’s Cube Kenneth Cason First, as with any problem, it is important to understand what your objective is. In the case of the Rubik’s Cube, the main goal is to arrange the pieces in such a way that each side is the same color. Next lets luck at the structure of a standard 3x3 Rubik’s Cube. It is a cube composed of 6 sides, each side composed of 9 stickers (3x3). There are 8 corner pieces, 12 edge pieces and 6 center pieces (one on each side). It is also important to note that on all “odd” Rubik’s Cube’s the center pieces can rotate clockwise or counter clockwise, but the positions are fixed. “odd” meaning that the cube is a 3x3, 5x5, NxN, where N is an odd number. Also, because the center pieces are fixed it becomes immediately obvious which side is which color. Now that we know the basic structure of a Rubik’s Cube next lets think about strategies to solve it. First, lets examine what is probably the most common way to solve a Rubik’s Cube, the “Layer by Layer” method. For those not familiar with the Layer by Layer method, it involves solving the top, middle, and bottom layer in that order. However, despite this seeming to be the most logical way to approach the Rubik’s Cube, it is actually farm more difficult to solve in this manner. The problem is very simple. If you solve the first layer completely, in order to solve the second...

...24
13. B
The net is folded up to form a cube as follows:
[pic]
∴ The number of edges is 12.
14. Which of the following is not a net of a regular hexahedron?
A. [pic]
B. [pic]
C. [pic]
D. [pic]
14. A
By folding up the net of A, the shaded regions will coincide.
[pic]
∴ A is not a net of a regular hexahedron.
15. If the following net is folded up to form a cube, what is the largest value of the product of the pair of numbers which are facing oppositely to each other?
[pic]
A. 10
B. 15
C. 24
D. 30
15. C
When a cube is formed, the pairs of numbers which are facing oppositely to each other are (6, 4), (5, 3) and (2, 1).
∴ The largest value ( 6 ( 4 ( 24
16. Which of the following nets can be folded up to form the cube below?
[pic]
A. [pic]
B. [pic]
C. [pic]
D. [pic]
16. D
By folding up the nets, we found that:
for the net of A, R is on the opposite side of Q, so it cannot form the cube;
for the net of B, R is on the opposite side of P, so it cannot form the cube;
for the net of C, Q is on the opposite side of P, so it cannot form the cube;
for the net of D, P, Q and R are adjacent faces, it can be...

...Surface Area of Cubes
Introducing Surface Area
For a fifth or sixth grade class to understand the concept surface area in relation to a cube they need to understand what a cube is first. They will learn that a cube is a special type of rectangular solid. The length, width, and height of a cube are exactly the same. After explaining what a cube is they will need to understand what it means to find the surface area. The surface area is not the same as finding the volume of a cube. The surface area is the area on the outside of a three-dimensional shape, like the cube. The surface area of a cube is six times the surface area of one side of the cube. There are six sides to one cube, after learning this about a cube the appropriate formula to find the surface area is:
Surface area of a cube=6s^2 (The “6” represents the number of sides; “s” represents one side of a cube; “^2” represents taking one side and timing it by itself; the end result gives the surface area of a cube).
Prerequisite Skills
The necessary prerequisite skills required to determine the surface area of a cube is to be able to multiple, recognizes what a cube looks like, able to identify the length of one side, know that a cube has six equal...

...translation by French translation by Frederik Meysel. From Philippe COUSIN. 2005. From 2004. Click to subscribe to the Petrus method mailing list
Check out the Italian Buy a cube at Amazon.com. They're translation, by good speed cubes with bad stickers. Massimo Rainato! Get better replacements at From 1998. Cubesmith.
Solving Rubik's Cube for speed.
By Lars Petrus
Introduction
This is a tutorial for my method of solving Rubik'sCube. It is intended both for beginners and experienced cubers. There is no group theory or strange notation involved, I just show you how to move. You very much need a Java-enabled browser. Using this method, I won the 1981 Swedish championships, and finished 4th in the 1982 world championships in Budapest. I also won the 2005 world championships in Orlando for solving in fewest moves. My average of 10 best is 21.88 seconds from 2002, and for a single solution 13.60 in 2006. Please take a look at my terminology, so you know the difference between a turn and a twist, for example. If you are a total beginner, look at this description of the basic concepts of Rubiks Cube. The animated Java cubes that are used for illustrations and examples are explained here.
Rubik's cube
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The Basic Idea
Most people solve the cube layer by layer. This is a simple way for the...