High school teachers need a BA or higher. M.Ed. is common. That being the case, you can't compare vs. the national average. It needs to be compared against other people who have degrees or advanced degrees.
With a degree in Comp Sci in my area the median salary for a Level 1 is about 55% higher than the starting teaching salary for a teacher in the same area and is roughly 20% higher than the average. There is a substantially reduced incentive to go into teaching for anyone with that degree (or a related degree, such as math) here.
Chinese schools emphasize problem solving skills all of the way through elementary school. Read the book The Learning Gap, it is quite instructive on this point.
What Chinese (and Japanese) schools emphasize at a young age is finding multiple ways of solving a given problem. This may not hold in high school, but it is certainly true in elementary.
"""national curricula -- teachers have almost no flexibility on what they teach or the ability to customize lessons for what students really need to learn. Learning is an interactive process that drawn a person to a new understanding from their current one. Set teaching standards eliminate the ability of teachers to understand what their students know now and customize the lessons for maximal learning."""
Funny, I've mostly noticed *the reverse* of what you state here. I have yet to see anything stating what a high school graduate "needs to know" at any reasonable level (a "medium difficulty" question I've seen on GED and GEE exams is "what is 10% of 1000," which is something I would expect a 4th grader to get).
Researches such as the authors of The Learning Gap and Lowen's book "Lies my Teacher Told Me" further emphasize this point with a glimpse behind how textbooks are selected.
I'd almost argue that the problem is that we *don't* have a national standard for what one needs to know in order to get an education, or we try and make one up based on poorly constructed and poorly thought-out testing strategies, not that we have one that is too restricting.
One of the major problems with the invasion scenario you point out in WoW is related directly to the problem of equipment being so important.
In Eve, as a point of comparison, a group of "low level" players can wipe the floor with a a couple of very well equipped (and high skillpoint) enemies using trash for equipment.
In WoW it pretty much mandates that "I'll go get my friend to get on" simply because a group of level 20s simply can't ever take down a level 60.
""" However the problem with EVE is that because of its focus on player conflict (economic as well as martial) it becomes a second job. To do any of this "high level" content you will need to put in 5+ evenings a week, and the core of your group will be no-lifers playing 10+ hours a day (I did this for a year and a half). There are very few safety nets in EVE, so if you don't show up to protect your star systems or stations you will lose them. And it will get written up in the forums and everyone will know how you failed (the forum and communities in EVE are very strong)."""
You and I don't appear to have played the same game.
As near as I can tell the "high level" content simply requires that you... log in when you want to play it. Getting to where you can play that is simply a matter of building the isk and waiting for the skills to come.
Of course, I deliberately do not own a station, and I believe owning star systems is an illusion at best unless you are the only ones in local (and even then). So maybe I simply do not care enough to play this "high level" content that you speak of. Unlike WoW once you hit 60, I don't have to in order to have fun.
"""There is also the added bonus that occasionally, no matter what your occupation in eve, a group of old players will come crush you for the fun of it."""
A group tried that with us recently. They said that we had to leave the system and give them 300 million for it to end.
They lost an absolution and a bunch of other nice expensive ships. We lost... a mess of frigates, a T2 frigate or two, and a cruiser or two. They stopped trying.
"""Have fun fighting off a fleet of thirty battleships while you are flying a frigate."""
Run away. Battleships have a bloody hard time catching a frig unless the frig gets very unlucky or the frig pilot panics. Frigates are very, very good at declining engagements of this nature.
Besides, if you blow up you lose... a frigate. Whoop dee doo.
Factional warfare, due out Next Year(TM), may fix the static nature of the NPC alliances. There are hints in that direction in the news stories as well.
"you're talking to us about rational debate when you have people like the CEI backing you up - way to go."
You are talking about rational debate when you use logical fallacies like these? (yes, plural)
For example: - Genetic Fallacy (just because CEI makes the claim does not make it false). - Guilt by association (you are casting doubt on my supposed claim by associating me with CEI).
The last line of your argument, "Global warming is here, now, affecting millions. Just because it predominantly isn't westerners we somehow manage to not give a fuck - is that right? No, it's cowardly" uses further moral language--an Appeal to Emotion.
Further, you do not know my stance, so it is interesting you ascribe one to me without any knowledge of what I believe or advocate. If this is what you are calling a "rational debate," then by all means don't let me stop you from this tirade against what I supposedly think or what arguments I might supposedly use if I did advocate said position.
"Such a discussion should probably replace vector calculus. I only used Groves/Stokes/Divergence/Gradients in a single course (EM Theory), and I've never had a practical application in my career."
What's your point? I have.
Meanwhile, despite having a background in it, I've never even had to look at something in my career thusfar that has a DCT.
"but I have yet to use n-dimensional calculus in non-cartesian space for practical business applications."
Two points come to mind:
First: I have yet to directly use complex analysis in any of my day-to-day work, I'd still consider the class extremely valuable for the experience in working with coordinate systems, transforms, and the like. I'd also consider the proofing process I had to do in that class extremely valuable. All of this is in spite of never seeing "i" in my day-to-day job.
Second: *You* may not have need of graduates with such skills, but many people do. Some people need the ability to work with 8-dimension nonlinear ODEs that rotate between two coordinate systems. Sure, not every grad will, but the exposure gives a graduate a higher chance of actually knowing that its out there and being able to use it if the need arises.
"""there's a very simple reason people disbelieve global warming - their conscience."""
Funny, this is part of the reason that people follow the concept blindly and vehemently, attacking any who attempt to raise even the specter of a rational debate.
It is a lot easier to believe that we are responsible than it is to believe that we cannot do anything about it.
>A student needs at least 4 semesters with C++. C++ is the mother language and if you learn it you can program in about any other >language for the rest of your life.
I've seen experts in C++ break down totally when they encounter Prolog and LISP. I've seen people who are steeped in a C++ background who's code in Java looks like something out of a programmer's worst nightmare.
There are also a lot of habits that one develops in C++ that not only do not apply in other languages, or which can be downright counterproductive. I agree everyone should know the language and that it has a lot to offer, saying that C++ is "the mother language" is a bit nonsensical.
As to the class list...
"To learn what?" is my question. Why take 2 semesters of networking, and 2 semesters of operating systems? What are you hoping that the individual will learn in these semesters? (the weights that you provide are also not in sync with the documented you cited). Is this more important than distributed computing, algorithm analysis, mathematics passed calculus (the more mathematics the better, my job involves statistics, noneuclidean geometry, differential equations, trig, etc on a daily basis), non-shell scripting languages (Python, Ruby), numerical analysis and scientific computing, technical writing, HCI, general engineering principles (or engineering specializations), databases, computer architecture, etc?
In my mind, specifying the number of "semesters" of each is not a wortwhile exercise. More important are "what concepts do they need to know." Tables 3.1, 3.2, and 3.3 in the document you linked to are an excellent way of breaking this down, IMHO, and much more effective than a nebulous decree that only species the course titles.
They don't seem to be skipping #2 at all. They still require access to get onto the network on which the information is held, which requires a clearance.
A couple of things that were missed that are more developer specific:
- Xcode 3.0, which has a lot of features I've been missing. - Xray, built off of DTrace (this looks incredible). - Dashcode, a widget development environment. - Image Kit. - OpenGL improvements. - Code signing.
Then a few other things for end-users (and we don't even know all of what's in leopard yet) : - Additional iChat features and integration. - Resolution independence. - Improved voice synthesis. - Improved features for searching....and the list goes on.
"""Perhaps by some measures, but Japan is a very homogenous culture. How well do they cope with multiculturalism? There is also extreme stress, and high rates of suicide in Japanese culture. There is little allowance for individualism, and problems like misogyny are rife."""
All of these points have been debunked at the elementary level. Read the book "The Learning Gap," for one explanation, and look up the associated studies in child happiness and suicide rates (hint: they aren't any higher than the Americans).
Last I heard we fund public education significantly more than Japan does, yet Japan public education (at least on an elementary level) far outstrips most of what one can find in the United States.
Saying that "public education" is underfunded is too easy a way out. Throwing money at a problem won't fix that which is fundamentally broken.
The lack of flaws comments keep being bandied around, but if you actually read the website and look at their diamonds, most of them are not "flawless."
Slashdot Mirror
High school teachers need a BA or higher. M.Ed. is common. That being the case, you can't compare vs. the national average. It needs to be compared against other people who have degrees or advanced degrees.
With a degree in Comp Sci in my area the median salary for a Level 1 is about 55% higher than the starting teaching salary for a teacher in the same area and is roughly 20% higher than the average. There is a substantially reduced incentive to go into teaching for anyone with that degree (or a related degree, such as math) here.
Untrue.
Chinese schools emphasize problem solving skills all of the way through elementary school. Read the book The Learning Gap, it is quite instructive on this point.
What Chinese (and Japanese) schools emphasize at a young age is finding multiple ways of solving a given problem. This may not hold in high school, but it is certainly true in elementary.
"""national curricula -- teachers have almost no flexibility on what they teach or the ability to customize lessons for what students really need to learn. Learning is an interactive process that drawn a person to a new understanding from their current one. Set teaching standards eliminate the ability of teachers to understand what their students know now and customize the lessons for maximal learning."""
Funny, I've mostly noticed *the reverse* of what you state here. I have yet to see anything stating what a high school graduate "needs to know" at any reasonable level (a "medium difficulty" question I've seen on GED and GEE exams is "what is 10% of 1000," which is something I would expect a 4th grader to get).
Researches such as the authors of The Learning Gap and Lowen's book "Lies my Teacher Told Me" further emphasize this point with a glimpse behind how textbooks are selected.
I'd almost argue that the problem is that we *don't* have a national standard for what one needs to know in order to get an education, or we try and make one up based on poorly constructed and poorly thought-out testing strategies, not that we have one that is too restricting.
One of the major problems with the invasion scenario you point out in WoW is related directly to the problem of equipment being so important.
In Eve, as a point of comparison, a group of "low level" players can wipe the floor with a a couple of very well equipped (and high skillpoint) enemies using trash for equipment.
In WoW it pretty much mandates that "I'll go get my friend to get on" simply because a group of level 20s simply can't ever take down a level 60.
"""
However the problem with EVE is that because of its focus on player conflict (economic as well as martial) it becomes a second job. To do any of this "high level" content you will need to put in 5+ evenings a week, and the core of your group will be no-lifers playing 10+ hours a day (I did this for a year and a half). There are very few safety nets in EVE, so if you don't show up to protect your star systems or stations you will lose them. And it will get written up in the forums and everyone will know how you failed (the forum and communities in EVE are very strong)."""
You and I don't appear to have played the same game.
As near as I can tell the "high level" content simply requires that you... log in when you want to play it. Getting to where you can play that is simply a matter of building the isk and waiting for the skills to come.
Of course, I deliberately do not own a station, and I believe owning star systems is an illusion at best unless you are the only ones in local (and even then). So maybe I simply do not care enough to play this "high level" content that you speak of. Unlike WoW once you hit 60, I don't have to in order to have fun.
"""There is also the added bonus that occasionally, no matter what your occupation in eve, a group of old players will come crush you for the fun of it."""
A group tried that with us recently. They said that we had to leave the system and give them 300 million for it to end.
They lost an absolution and a bunch of other nice expensive ships. We lost... a mess of frigates, a T2 frigate or two, and a cruiser or two. They stopped trying.
"""Have fun fighting off a fleet of thirty battleships while you are flying a frigate."""
Run away. Battleships have a bloody hard time catching a frig unless the frig gets very unlucky or the frig pilot panics. Frigates are very, very good at declining engagements of this nature.
Besides, if you blow up you lose... a frigate. Whoop dee doo.
Factional warfare, due out Next Year(TM), may fix the static nature of the NPC alliances. There are hints in that direction in the news stories as well.
"you're talking to us about rational debate when you have people like the CEI backing you up - way to go."
You are talking about rational debate when you use logical fallacies like these? (yes, plural)
For example:
- Genetic Fallacy (just because CEI makes the claim does not make it false).
- Guilt by association (you are casting doubt on my supposed claim by associating me with CEI).
The last line of your argument, "Global warming is here, now, affecting millions. Just because it predominantly isn't westerners we somehow manage to not give a fuck - is that right? No, it's cowardly" uses further moral language--an Appeal to Emotion.
Further, you do not know my stance, so it is interesting you ascribe one to me without any knowledge of what I believe or advocate. If this is what you are calling a "rational debate," then by all means don't let me stop you from this tirade against what I supposedly think or what arguments I might supposedly use if I did advocate said position.
"Such a discussion should probably replace vector calculus. I only used Groves/Stokes/Divergence/Gradients in a single course (EM Theory), and I've never had a practical application in my career."
What's your point? I have.
Meanwhile, despite having a background in it, I've never even had to look at something in my career thusfar that has a DCT.
You think a statistics class without calculus is worth anything?
Interesting.
"but I have yet to use n-dimensional calculus in non-cartesian space for practical business applications."
Two points come to mind:
First: I have yet to directly use complex analysis in any of my day-to-day work, I'd still consider the class extremely valuable for the experience in working with coordinate systems, transforms, and the like. I'd also consider the proofing process I had to do in that class extremely valuable. All of this is in spite of never seeing "i" in my day-to-day job.
Second: *You* may not have need of graduates with such skills, but many people do. Some people need the ability to work with 8-dimension nonlinear ODEs that rotate between two coordinate systems. Sure, not every grad will, but the exposure gives a graduate a higher chance of actually knowing that its out there and being able to use it if the need arises.
"""there's a very simple reason people disbelieve global warming - their conscience."""
Funny, this is part of the reason that people follow the concept blindly and vehemently, attacking any who attempt to raise even the specter of a rational debate.
It is a lot easier to believe that we are responsible than it is to believe that we cannot do anything about it.
Yeesh, proofreading ftw. >_<
>A student needs at least 4 semesters with C++. C++ is the mother language and if you learn it you can program in about any other
>language for the rest of your life.
I've seen experts in C++ break down totally when they encounter Prolog and LISP. I've seen people who are steeped in a C++ background who's code in Java looks like something out of a programmer's worst nightmare.
There are also a lot of habits that one develops in C++ that not only do not apply in other languages, or which can be downright counterproductive. I agree everyone should know the language and that it has a lot to offer, saying that C++ is "the mother language" is a bit nonsensical.
As to the class list...
"To learn what?" is my question. Why take 2 semesters of networking, and 2 semesters of operating systems? What are you hoping that the individual will learn in these semesters? (the weights that you provide are also not in sync with the documented you cited). Is this more important than distributed computing, algorithm analysis, mathematics passed calculus (the more mathematics the better, my job involves statistics, noneuclidean geometry, differential equations, trig, etc on a daily basis), non-shell scripting languages (Python, Ruby), numerical analysis and scientific computing, technical writing, HCI, general engineering principles (or engineering specializations), databases, computer architecture, etc?
In my mind, specifying the number of "semesters" of each is not a wortwhile exercise. More important are "what concepts do they need to know." Tables 3.1, 3.2, and 3.3 in the document you linked to are an excellent way of breaking this down, IMHO, and much more effective than a nebulous decree that only species the course titles.
We had a system at one point that if you couldn't remember your password it would ask you several security questions.
The problem? I was asked when I met my spouse. This is an interesting question since I'm unmarried. o_O
For some reason, I keep thinking of this book lately...
When Alabama gets the bomb!
They don't seem to be skipping #2 at all. They still require access to get onto the network on which the information is held, which requires a clearance.
A couple of things that were missed that are more developer specific:
...and the list goes on.
- Xcode 3.0, which has a lot of features I've been missing.
- Xray, built off of DTrace (this looks incredible).
- Dashcode, a widget development environment.
- Image Kit.
- OpenGL improvements.
- Code signing.
Then a few other things for end-users (and we don't even know all of what's in leopard yet) :
- Additional iChat features and integration.
- Resolution independence.
- Improved voice synthesis.
- Improved features for searching.
"""Perhaps by some measures, but Japan is a very homogenous culture. How well do they cope with multiculturalism? There is also extreme stress, and high rates of suicide in Japanese culture. There is little allowance for individualism, and problems like misogyny are rife."""
All of these points have been debunked at the elementary level. Read the book "The Learning Gap," for one explanation, and look up the associated studies in child happiness and suicide rates (hint: they aren't any higher than the Americans).
"Public education is underfunded"
Last I heard we fund public education significantly more than Japan does, yet Japan public education (at least on an elementary level) far outstrips most of what one can find in the United States.
Saying that "public education" is underfunded is too easy a way out. Throwing money at a problem won't fix that which is fundamentally broken.
How much money doest the artist make per song sold via AllOfMp3.com?
How much money does the label make per song sold?
How many songs are actually sold? (Not just "wildly popular," what's an an actual estimate of the number)
"""So basically you get to choose between the linux zealot, and a writer who is obviously fairly hostile towards Stallman's ideas.""""
Logical Fallacy: Drawing the Line, also called False Dilemma.
Is it too much to ask that the *editors* refrain from using these?
The lack of flaws comments keep being bandied around, but if you actually read the website and look at their diamonds, most of them are not "flawless."
B E138 : SI3 (Small Inclusions)B B03 : SI2 (Small Inclusions)B B0142 : VS2 (Very Small Inclusions)
http://www.adiadiamonds.com/diamond.php?diamond=A
http://www.adiadiamonds.com/diamond.php?diamond=A
http://www.adiadiamonds.com/diamond.php?diamond=A
etc.
If they were "flawless" or "too perfect" they would not have these ratings.
...maybe you would explain where you discovered that Adia, which makes artificial diamonds that it refers to as "conflict free" is owned by DeBeers?
"""Initial Year310-83141Intel Centrino Core Duo Processor310-83141Intel Centrino Core"""
Core (1) Duo, not Core 2 Duo unless I miss my guess.