Who cares if it is readable to a beginner? The question is what is readable and maintainable BY PERL PROGRAMMERS. People who don't know Perl shouldn't be able to read and maintain Perl. They are just going to write poor Perl code.
I would say that php has already more or less replaced one place where people use Perl. Python is targeted at the same space but in practice it simply fails relative to Perl.
I tend to disagree with the submissions assumption that we are looking for Perl to be replaced.
Agreed. Except to some degree that a programmer can write excellent programs in any language. While technically true, part of that is knowing that you can't just take generic programming constructs, a reference for language x, and write everything like you write it in C/C++. Do that and you'll have ugly and slow Perl.
These aren't language problems they are programmer problems. Shitty coders write shitty unmaintainable code. They can do this in any language. Perl gets a bad rap because it incorporates a lot of symbols into the syntax but these are quite clear to anyone who actually knows Perl so long as the code was written and structured in a clear and consistent way.
Perl also runs slowly if you try to write it like C code... even though Perl is implemented in C.
The problem is twofold. First people write shitty looking code without proper commenting. Second people like to pretend that if you know one language you know them all and don't bother learning the proper way to do things in the language they are coding. Unfortunately, most languages will allow you to apply generic programming concepts in a way that does let someone just pick up a reference and apply their general knowledge and get working code. But in Perl that working code isn't going to be fast or clean. For instance, if you are writing Perl and you find yourself using many arrays and writing code for handling arrays, you are doing something wrong.
You can have all the articles about how java can potentially, theoretically, in specially crafted scenerios be just as fast as C (or in some claims faster, which is a logical error, there is nothing stopping you from building an application specific tuned bytecode with dynamic optimization in C that will perform as fast or faster than the generic one used by java) but in the REAL world, large applications written in Java run slowly and use lots of ram.
Java is nice and portable but real world performance lags far behind the highly optimized Perl the submission seems to be bashing.
This shit needs to be banned across the board for public contracts, auctions, and sales of all types. It prevents bidding wars and hides the selection process from public scrutiny.
I'd contend that while that may be true. If you stumble hung over out of bed to find Bertha the Hut you aren't going to much care if she can name the respective moons, tell you their soil composition, or teleport you to them at will in an atmosphere bubble containing artificial gravity over breakfast.
Point being. It has always been the case that after attraction it becomes about whether you can enjoy their presence between sex regardless of what criteria enables you to enjoy being with them. I don't think it's changed much. I think the response that young boys believe people want to hear from them has changed possibly even the response they think they should want to be their opinion. But at the end of the day, men still view potential mates from a visual perspective as sex objects first and companions second. Short of chemical castration I don't care how politically correct our society becomes that isn't changing.
That is why I propose we collectively agree to decouple the two entirely. Just have sex with anyone you want to both before and after marriage and partner with someone you actually enjoy as a companion without any assumption that sex even has to happen with that person. Have great conversation with Bertha at dinner and have sex with candy and her sister mint for desert. As for kids, everyone uses birth control and test tubes. People with STD's get put to death but anyone who is chronically depressed has the option to have their way with them sexually first. That way, they might get cheered up (lets be honest, the most desirable sex partners are most likely going to get the STD's) and they might have their misery ended when they too get the STD. But at least they have a chance!
Somewhere in there I MIGHT have gone a little overboard. If you get to the end and are still nodding you get 10 sick deviant points!
I for one didn't read the article. I doubt you did either. They might have used a substantially large genetic pool. It's on thing to take the top 10% from 20 guppies and quite another to select the top 10% from a million guppies.
Actually still evolution. The natural environment of these guppies changed from a tank in a pet store to a tank that happened to be in a lab filled with apes who like to kill small brained guppies for their own amusement (or some other reason, who can say why white coated apes do what they do). Through random mutation some guppies had larger brains. Because of the selection pressure in this new environment those guppies tended to survive to produce offspring while the predator killed their smaller brained counterparts.
Same shit different day. Replace the apes in coats with some other environment change that favors big brained guppies and kills off the dumb ones and the result would be pretty much the same. Guppies have no magical sixth sense that tells them to do something genetically different in the presence of guppy slaying apes than guppy slaying anything that isn't apes.
The word exists. That doesn't make the classifications distinct. Even among animal breeds there is ambiguity because animals produced by a pairing of two certified members of a breed can still be denied certification as being a member of that breed. If a German shepherd has a white tail does it stop being a German shepherd despite having two German shepherd parents? According to dog breeders it does. This comes down to the subjective opinion of a few breeders. If that day they are in a white tail mood that characteristic might become a desirable subtype of the dog.
"1. A local geographic or global human population distinguished as a MORE OR LESS DISTINCT group by genetically transmitted physical characteristics."
An Italian man is seen as "white" even though they typically also have African ancestry. An American who is descended from a child produced by a slave owner having sex with a slave might be perceived as "black" even though he has "white" ancestry. An individual is grouped into a racial classification either in practice by the perception of others or in by self identification. A Puerto Rican man will probably self identify as white but most everyone else would consider him Hispanic. Objectively, which is he?
The dictionary confirms my point but being unable to state that these groups are actually distinct. My point was not that there is no such thing as race classification we couldn't discuss it if there weren't. There is no such thing as an OBJECTIVE race classification. Or anything that could resemble racial purity as the genetic lines are all far too mixed. Gender on the other hand (with the noted extremely rare exceptions) is completely objective.
"The gist of it is that if you remind girls that they are girls (by asking them to fill in a bubble for gender) before a math test they performed worse. When asked to fill in the bubble after the test, they performed equally. "
I can't imagine that question being in line with the objectives of any course. Why would it be on a test?
"I'm not saying exams are not to be trusted, but I think you can get a better picture of how much someone got out of a course by considering more than just a single data point."
Technically the examination is as many data points at there are questions/challenges in the exam and the result is the aggregate of those many data points. As you said, anxiety should not explain a difference in either grades or test scores between genders. There are ways to reduce the effects of anxiety. There is also no reason to limit a test to sitting down and filling in some bubbles on a paper. Or a single day. A test can include practical labs and internships. These are all problems with the way we currently test and aren't gender specific. Again, the course should be aimed at teaching someone to successfully pass the test. The test should be aimed at assessing the desired goals. Even if the test is bad, grades should reflect how well you are learning to pass the test not how well you will do after the test.
"when that person may have gotten excellent grades all through the course and continue to retain and apply the information that they learned in the course long afterwards. "
I'd say the vast majority use their grades to get a job which is where they really learn and their job performance generally has little correlation to their grades and only some correlation to their test scores. The correlation to test scores may well have more to do with ability to handle pressure than anything actually being tested. I doubt this view is popular among educators though.
"Different races and genders definitely have a different distribution of various properties. But, how is that fact useful? When you take a single person"
At the end of the day the only thing grouping people tells you for certain that still applies the individual level are the characteristics on which you grouped them. I don't dispute that.
I wasn't really speaking as to utility. I work from the assumption that it is always better to know more than less. We've gone the route of avoiding seeking knowledge that conflicts with our sociopolitical ideals. We call that time the dark ages.
Perhaps it might result in a capacity to better understand and respect differences rather than fear or scorn them. For instance, you wouldn't want to exclude women from the science and the maths but there might be differences between men and women that result in fewer women be employed in these areas. If so, there is nothing wrong with that, nothing is broken, and nothing needs "fixed." Sometimes the balance isn't found in an equal distribution of two groups in the same role but an equally disproportionate distribution in different roles. For instance (and I'm not saying any of these examples are correct or actual causes or anything just possibilities I'm not advocating any specific difference just that there clearly are differences), some have indicated there are far more women in education and nursing than men offsetting those male dominated science and technology roles. Are they somehow lesser or less important? To suggest it is something "wrong" or "broken" is disingenuous. A teacher deserves every bit of the respect an engineer does.
It might be time for males to stop putting women in a role of having to beat us at our own games in order to be respected and instead, while not barring them or holding them back in any way from those games, start giving an equal amount of respect to the things women tend to place importance on and therefore end up excelling at. I place blame on men here only because I am one and I've certainly known engineers who felt their role was more important than that of a teacher. An engineer creates a thing and that sort of immediate and tangible power is just the kind of thing that men enjoy. But a teacher plays a significant role in creating people who can create things and that is the kind of thing many women see value in. Perhaps we should be paying teachers what we pay engineers.
The test might not be comprehensive and therefore might allow boys to score higher than they should but that doesn't explain girls inability to score well in the areas that are tested. Whatever areas tested the girls aren't learning, comprehending, and able to apply the material they should have learned in those areas. Whatever these areas would be (if indeed the tests are flawed) the girls should be getting correspondingly lower grades in them. The boys on the other hand have absorbed the material needed and can apply it and should in turn be getting higher grades in these areas.
So a flaw in the test does not change that a poor score on the test with a high grade indicates the grading is flawed or that the course is flawed. The purpose of the course is to prepare students to do well on the exam. If doing well on the exam doesn't result in doing well after the exam the test is flawed but that doesn't explain grades in the course that don't correlate to exam scores.
Unless you've crafted a course that doesn't prepare students for the exam and invented your own standards and are preparing students for those. But then, one could say that still means the grades are wrong since they are out of sync with that they should be in a course that is correctly targeted at the exam and either way still is a problem resting with the teacher. It doesn't even matter if the teacher's self derived standards are better than those of the exam, it isn't their job to invent new academic standards at the classroom level and doing so might mean the flaws in the actual standards aren't as easily recognized and fixed. If they have insight they should pass them along and continue preparing students for the exam they will take and not the one they believe the students should be taking.
It's a machine like any other. Imagine what would happen if one of the pistons in your car engine suddenly decided it was a little smoother and could do a better job than the others by moving faster. Intelligent people can often see ways they can do better but rarely recognize that benefit is probably less important than the overall disruption it causes to the machine that they are part of. Great you've better prepared a few dozen or even hundred students for life after school but in doing so you've helped establish the system as is works well and prevented it's revision. Thus your few dozen or hundred potentially came at the expense of the education of millions.
Sorry got off on a little tangent rant there. Point being, the grades should correlate to the test even if the test is flawed. Also, the tests are objective and flaws in them should apply equally to girls and boys.
Possibly. Darker skin conveys an advantage biologically so it is passed on preferentially and these genetic problems tend to be found in a genetic line that historically had dark skin so there is a strong correlation but dark skin doesn't cause it. Having light skin is no guarantee that you don't share that genetic line. Many (most?) people of Spanish, Italian, and a branch of Irish decent have African heritage in their bloodlines and yet are considered "white." I don't know if they share this genetic flaw or it came in later.
Regardless these conditions are attached to a genetic line and not a "race" regardless of any correlation to racial perception.
It doesn't matter what they are doing. Comparing males and females will always be like comparing apples and oranges.
The last thing I'd want is encouragement for female achievement to be even further based on how well they perform like men. There is nothing wrong with males trending toward firmly grounded subjects like science and math and females trending toward more "fluffy" topics. While it is frustrating when it conflicts with my firm grounding I like my mate soft, fluffy, and sensitive. Society needs all of these things.
Society is pushing women to compete with men as if they have something to prove. Men by nature compete back because, well, that is what we do. But what benefit is there to having the genders battle when they do a much better job of complementing?
Men created this problem by failing to recognize and respect the critical roles that females have always played. As a result, women began challenging men like other men would to get respect and this is confusing to men and they don't know how to respond to it or how to express that. It is unnatural and in response we either attempt to crush and demean or yield or first one then the other. Society is becoming and more dominated by women and that is no better than a society dominated by men.
Woman are intelligent, strong, and resourceful creatures but their minds work different than men they see importance in different aspects of life. Your mate may be frustrating and in the way when you are trying to read a map and even more so when she gets you frustrated enough to make mistakes and then somehow THAT she catches and follows. But lets be honest, you'd have never been able to find the damn map in the first place without her. So stop demeaning her for focusing on what you think doesn't matter and praise her abilities there instead. In time, she will naturally focus on those things and start respecting your strengths as well (even though she finds them equally unimportant) and she'll leave you to reading the map in peace. After she finds it of course.
I hope this is true because it means more hot young girls with great tits and a nice ass on the market for me. I certainly find intelligence desirable in a mate but that is a completely separate topic from attraction. I think you'll find that no matter how they respond in a survey attraction for men is visual and physical and not so much cerebral.
Group work in math is useless for anyone of any gender. Which part of your education benefits by having someone else who understands the material do it rather than you having to learn the material yourself?
Group work should be reserved for activities which are actually performed as group work outside of school and no effort to should be made to balance group and lone work.
Exactly. Every time I see some article on a discrepancy in salaries or people of gender or race x being less prevalent in a given field the slant seems to be that something should be done about it. I mean hey, more females in tech/maths could have some great social implications for guys in tech/maths but outside of that is there some particular reason it is a "problem" and needs "solved."
Teachers are part of the system, they are the man. They don't reward males for fighting them. Actually teachers as much as possible reward you for identifying their viewpoint/opinions from the tone of their lecture and parroting it back to them in a way that isn't too obvious in your work. The more subjective the material and therefore more discretion of the teacher the more this becomes true. When you can't identify the teachers slant just play it safe, pick the two most popular views and espouse both their strengths. As long as you've kissed the teachers tail by paying homage to their view in your previous work they'll give you high marks.
Here is the difference. At some point I stopped fighting and being outraged by the system and realized I couldn't change it so I should play it. This resulted in my 4.0/4.0 GPA. But most of the girls seemed to walk away from the lecture having naturally picked up on the teachers slant but actually agreeing with it rather than emulating it. Some smaller portion of more empathetic males did the same.
If you think a rule following trait is an advantage you most certainly have it. The ability to mimic a rule following trait is a strength sure but not actually having one.
Actually this article doesn't indicate that girls are better students. It clearly states that males are doing better on the tests and therefore were better students by the only definition that counts, their ability to absorb, comprehend, and apply the knowledge they were studying. The article indicates that girls are being inappropriately given grades they can't back up while boys are being inappropriately given lower grades than they deserve.
In other words, the article says more about the deficiency in teachers grading methods and criteria than it does about either girls or boys.
It was included in the summary. Despite all the rule following and the grading in the end the boys do better on the test. If their grades are lower but they test higher then there is a flaw in the criteria under which the grades are being rewarded.
Slashdot Mirror
Who cares if it is readable to a beginner? The question is what is readable and maintainable BY PERL PROGRAMMERS. People who don't know Perl shouldn't be able to read and maintain Perl. They are just going to write poor Perl code.
I would say that php has already more or less replaced one place where people use Perl. Python is targeted at the same space but in practice it simply fails relative to Perl.
I tend to disagree with the submissions assumption that we are looking for Perl to be replaced.
Agreed. Except to some degree that a programmer can write excellent programs in any language. While technically true, part of that is knowing that you can't just take generic programming constructs, a reference for language x, and write everything like you write it in C/C++. Do that and you'll have ugly and slow Perl.
These aren't language problems they are programmer problems. Shitty coders write shitty unmaintainable code. They can do this in any language. Perl gets a bad rap because it incorporates a lot of symbols into the syntax but these are quite clear to anyone who actually knows Perl so long as the code was written and structured in a clear and consistent way.
Perl also runs slowly if you try to write it like C code... even though Perl is implemented in C.
The problem is twofold. First people write shitty looking code without proper commenting. Second people like to pretend that if you know one language you know them all and don't bother learning the proper way to do things in the language they are coding. Unfortunately, most languages will allow you to apply generic programming concepts in a way that does let someone just pick up a reference and apply their general knowledge and get working code. But in Perl that working code isn't going to be fast or clean. For instance, if you are writing Perl and you find yourself using many arrays and writing code for handling arrays, you are doing something wrong.
High performance VM ROFL.
You can have all the articles about how java can potentially, theoretically, in specially crafted scenerios be just as fast as C (or in some claims faster, which is a logical error, there is nothing stopping you from building an application specific tuned bytecode with dynamic optimization in C that will perform as fast or faster than the generic one used by java) but in the REAL world, large applications written in Java run slowly and use lots of ram.
Java is nice and portable but real world performance lags far behind the highly optimized Perl the submission seems to be bashing.
This shit needs to be banned across the board for public contracts, auctions, and sales of all types. It prevents bidding wars and hides the selection process from public scrutiny.
I'd contend that while that may be true. If you stumble hung over out of bed to find Bertha the Hut you aren't going to much care if she can name the respective moons, tell you their soil composition, or teleport you to them at will in an atmosphere bubble containing artificial gravity over breakfast.
Point being. It has always been the case that after attraction it becomes about whether you can enjoy their presence between sex regardless of what criteria enables you to enjoy being with them. I don't think it's changed much. I think the response that young boys believe people want to hear from them has changed possibly even the response they think they should want to be their opinion. But at the end of the day, men still view potential mates from a visual perspective as sex objects first and companions second. Short of chemical castration I don't care how politically correct our society becomes that isn't changing.
That is why I propose we collectively agree to decouple the two entirely. Just have sex with anyone you want to both before and after marriage and partner with someone you actually enjoy as a companion without any assumption that sex even has to happen with that person. Have great conversation with Bertha at dinner and have sex with candy and her sister mint for desert. As for kids, everyone uses birth control and test tubes. People with STD's get put to death but anyone who is chronically depressed has the option to have their way with them sexually first. That way, they might get cheered up (lets be honest, the most desirable sex partners are most likely going to get the STD's) and they might have their misery ended when they too get the STD. But at least they have a chance!
Somewhere in there I MIGHT have gone a little overboard. If you get to the end and are still nodding you get 10 sick deviant points!
That doesn't help with grades given by teachers.
I for one didn't read the article. I doubt you did either. They might have used a substantially large genetic pool. It's on thing to take the top 10% from 20 guppies and quite another to select the top 10% from a million guppies.
Actually still evolution. The natural environment of these guppies changed from a tank in a pet store to a tank that happened to be in a lab filled with apes who like to kill small brained guppies for their own amusement (or some other reason, who can say why white coated apes do what they do). Through random mutation some guppies had larger brains. Because of the selection pressure in this new environment those guppies tended to survive to produce offspring while the predator killed their smaller brained counterparts.
Same shit different day. Replace the apes in coats with some other environment change that favors big brained guppies and kills off the dumb ones and the result would be pretty much the same. Guppies have no magical sixth sense that tells them to do something genetically different in the presence of guppy slaying apes than guppy slaying anything that isn't apes.
The word exists. That doesn't make the classifications distinct. Even among animal breeds there is ambiguity because animals produced by a pairing of two certified members of a breed can still be denied certification as being a member of that breed. If a German shepherd has a white tail does it stop being a German shepherd despite having two German shepherd parents? According to dog breeders it does. This comes down to the subjective opinion of a few breeders. If that day they are in a white tail mood that characteristic might become a desirable subtype of the dog.
"1. A local geographic or global human population distinguished as a MORE OR LESS DISTINCT group by genetically transmitted physical characteristics."
An Italian man is seen as "white" even though they typically also have African ancestry. An American who is descended from a child produced by a slave owner having sex with a slave might be perceived as "black" even though he has "white" ancestry. An individual is grouped into a racial classification either in practice by the perception of others or in by self identification. A Puerto Rican man will probably self identify as white but most everyone else would consider him Hispanic. Objectively, which is he?
The dictionary confirms my point but being unable to state that these groups are actually distinct. My point was not that there is no such thing as race classification we couldn't discuss it if there weren't. There is no such thing as an OBJECTIVE race classification. Or anything that could resemble racial purity as the genetic lines are all far too mixed. Gender on the other hand (with the noted extremely rare exceptions) is completely objective.
"The gist of it is that if you remind girls that they are girls (by asking them to fill in a bubble for gender) before a math test they performed worse. When asked to fill in the bubble after the test, they performed equally. "
I can't imagine that question being in line with the objectives of any course. Why would it be on a test?
"I'm not saying exams are not to be trusted, but I think you can get a better picture of how much someone got out of a course by considering more than just a single data point."
Technically the examination is as many data points at there are questions/challenges in the exam and the result is the aggregate of those many data points. As you said, anxiety should not explain a difference in either grades or test scores between genders. There are ways to reduce the effects of anxiety. There is also no reason to limit a test to sitting down and filling in some bubbles on a paper. Or a single day. A test can include practical labs and internships. These are all problems with the way we currently test and aren't gender specific. Again, the course should be aimed at teaching someone to successfully pass the test. The test should be aimed at assessing the desired goals. Even if the test is bad, grades should reflect how well you are learning to pass the test not how well you will do after the test.
"when that person may have gotten excellent grades all through the course and continue to retain and apply the information that they learned in the course long afterwards. "
I'd say the vast majority use their grades to get a job which is where they really learn and their job performance generally has little correlation to their grades and only some correlation to their test scores. The correlation to test scores may well have more to do with ability to handle pressure than anything actually being tested. I doubt this view is popular among educators though.
"Different races and genders definitely have a different distribution of various properties. But, how is that fact useful? When you take a single person"
At the end of the day the only thing grouping people tells you for certain that still applies the individual level are the characteristics on which you grouped them. I don't dispute that.
I wasn't really speaking as to utility. I work from the assumption that it is always better to know more than less. We've gone the route of avoiding seeking knowledge that conflicts with our sociopolitical ideals. We call that time the dark ages.
Perhaps it might result in a capacity to better understand and respect differences rather than fear or scorn them. For instance, you wouldn't want to exclude women from the science and the maths but there might be differences between men and women that result in fewer women be employed in these areas. If so, there is nothing wrong with that, nothing is broken, and nothing needs "fixed." Sometimes the balance isn't found in an equal distribution of two groups in the same role but an equally disproportionate distribution in different roles. For instance (and I'm not saying any of these examples are correct or actual causes or anything just possibilities I'm not advocating any specific difference just that there clearly are differences), some have indicated there are far more women in education and nursing than men offsetting those male dominated science and technology roles. Are they somehow lesser or less important? To suggest it is something "wrong" or "broken" is disingenuous. A teacher deserves every bit of the respect an engineer does.
It might be time for males to stop putting women in a role of having to beat us at our own games in order to be respected and instead, while not barring them or holding them back in any way from those games, start giving an equal amount of respect to the things women tend to place importance on and therefore end up excelling at. I place blame on men here only because I am one and I've certainly known engineers who felt their role was more important than that of a teacher. An engineer creates a thing and that sort of immediate and tangible power is just the kind of thing that men enjoy. But a teacher plays a significant role in creating people who can create things and that is the kind of thing many women see value in. Perhaps we should be paying teachers what we pay engineers.
The test might not be comprehensive and therefore might allow boys to score higher than they should but that doesn't explain girls inability to score well in the areas that are tested. Whatever areas tested the girls aren't learning, comprehending, and able to apply the material they should have learned in those areas. Whatever these areas would be (if indeed the tests are flawed) the girls should be getting correspondingly lower grades in them. The boys on the other hand have absorbed the material needed and can apply it and should in turn be getting higher grades in these areas.
So a flaw in the test does not change that a poor score on the test with a high grade indicates the grading is flawed or that the course is flawed. The purpose of the course is to prepare students to do well on the exam. If doing well on the exam doesn't result in doing well after the exam the test is flawed but that doesn't explain grades in the course that don't correlate to exam scores.
Unless you've crafted a course that doesn't prepare students for the exam and invented your own standards and are preparing students for those. But then, one could say that still means the grades are wrong since they are out of sync with that they should be in a course that is correctly targeted at the exam and either way still is a problem resting with the teacher. It doesn't even matter if the teacher's self derived standards are better than those of the exam, it isn't their job to invent new academic standards at the classroom level and doing so might mean the flaws in the actual standards aren't as easily recognized and fixed. If they have insight they should pass them along and continue preparing students for the exam they will take and not the one they believe the students should be taking.
It's a machine like any other. Imagine what would happen if one of the pistons in your car engine suddenly decided it was a little smoother and could do a better job than the others by moving faster. Intelligent people can often see ways they can do better but rarely recognize that benefit is probably less important than the overall disruption it causes to the machine that they are part of. Great you've better prepared a few dozen or even hundred students for life after school but in doing so you've helped establish the system as is works well and prevented it's revision. Thus your few dozen or hundred potentially came at the expense of the education of millions.
Sorry got off on a little tangent rant there. Point being, the grades should correlate to the test even if the test is flawed. Also, the tests are objective and flaws in them should apply equally to girls and boys.
Possibly. Darker skin conveys an advantage biologically so it is passed on preferentially and these genetic problems tend to be found in a genetic line that historically had dark skin so there is a strong correlation but dark skin doesn't cause it. Having light skin is no guarantee that you don't share that genetic line. Many (most?) people of Spanish, Italian, and a branch of Irish decent have African heritage in their bloodlines and yet are considered "white." I don't know if they share this genetic flaw or it came in later.
Regardless these conditions are attached to a genetic line and not a "race" regardless of any correlation to racial perception.
It doesn't matter what they are doing. Comparing males and females will always be like comparing apples and oranges.
The last thing I'd want is encouragement for female achievement to be even further based on how well they perform like men. There is nothing wrong with males trending toward firmly grounded subjects like science and math and females trending toward more "fluffy" topics. While it is frustrating when it conflicts with my firm grounding I like my mate soft, fluffy, and sensitive. Society needs all of these things.
Society is pushing women to compete with men as if they have something to prove. Men by nature compete back because, well, that is what we do. But what benefit is there to having the genders battle when they do a much better job of complementing?
Men created this problem by failing to recognize and respect the critical roles that females have always played. As a result, women began challenging men like other men would to get respect and this is confusing to men and they don't know how to respond to it or how to express that. It is unnatural and in response we either attempt to crush and demean or yield or first one then the other. Society is becoming and more dominated by women and that is no better than a society dominated by men.
Woman are intelligent, strong, and resourceful creatures but their minds work different than men they see importance in different aspects of life. Your mate may be frustrating and in the way when you are trying to read a map and even more so when she gets you frustrated enough to make mistakes and then somehow THAT she catches and follows. But lets be honest, you'd have never been able to find the damn map in the first place without her. So stop demeaning her for focusing on what you think doesn't matter and praise her abilities there instead. In time, she will naturally focus on those things and start respecting your strengths as well (even though she finds them equally unimportant) and she'll leave you to reading the map in peace. After she finds it of course.
I hope this is true because it means more hot young girls with great tits and a nice ass on the market for me. I certainly find intelligence desirable in a mate but that is a completely separate topic from attraction. I think you'll find that no matter how they respond in a survey attraction for men is visual and physical and not so much cerebral.
" Since these grades are being given out subjectively by a teacher, I'd say it correlates with not being a pain in the ass."
Fortunately for girls. You can also often validly say [regarding work performance]...
" Since these assessments are being given out subjectively by a manager, I'd say it correlates with not being a pain in the ass."
Group work in math is useless for anyone of any gender. Which part of your education benefits by having someone else who understands the material do it rather than you having to learn the material yourself?
Group work should be reserved for activities which are actually performed as group work outside of school and no effort to should be made to balance group and lone work.
Exactly. Every time I see some article on a discrepancy in salaries or people of gender or race x being less prevalent in a given field the slant seems to be that something should be done about it. I mean hey, more females in tech/maths could have some great social implications for guys in tech/maths but outside of that is there some particular reason it is a "problem" and needs "solved."
Being a low life has little to do with formal education or degrees or even income. These things do not define character.
Teachers are part of the system, they are the man. They don't reward males for fighting them. Actually teachers as much as possible reward you for identifying their viewpoint/opinions from the tone of their lecture and parroting it back to them in a way that isn't too obvious in your work. The more subjective the material and therefore more discretion of the teacher the more this becomes true. When you can't identify the teachers slant just play it safe, pick the two most popular views and espouse both their strengths. As long as you've kissed the teachers tail by paying homage to their view in your previous work they'll give you high marks.
Here is the difference. At some point I stopped fighting and being outraged by the system and realized I couldn't change it so I should play it. This resulted in my 4.0/4.0 GPA. But most of the girls seemed to walk away from the lecture having naturally picked up on the teachers slant but actually agreeing with it rather than emulating it. Some smaller portion of more empathetic males did the same.
If you think a rule following trait is an advantage you most certainly have it. The ability to mimic a rule following trait is a strength sure but not actually having one.
Actually this article doesn't indicate that girls are better students. It clearly states that males are doing better on the tests and therefore were better students by the only definition that counts, their ability to absorb, comprehend, and apply the knowledge they were studying. The article indicates that girls are being inappropriately given grades they can't back up while boys are being inappropriately given lower grades than they deserve.
In other words, the article says more about the deficiency in teachers grading methods and criteria than it does about either girls or boys.
It was included in the summary. Despite all the rule following and the grading in the end the boys do better on the test. If their grades are lower but they test higher then there is a flaw in the criteria under which the grades are being rewarded.