Oh make no mistake, there were plenty of poor white kids too who were stuck in those remedial classes too. What I was saying that the kids in the college prep classes had a higher number of white students than the rest of the classrooms. But I'm sorry, I wasn't trying to make a point about race; it had more to do with class and whether you were born in the USA or not.
I mean he killed a human being. I mean the guy could be out of jail in less than 15 years if he gets paroled. His wife's never coming back.
The irony of this whole thing is that by proving without a shadow of a doubt that he murdered her, he will get his punishment reduced.
LOL! I'm surprised no one else GOT IT. That's the "defense" used in Chicago (the musical) and they made a song out of it when they tought up the defense's excuse.
That's the kind of stuff that ruins otherwise intelligent kids. They're not bored because there's too much memorization (I mean c'mon, people need to shut up about multiplication tables since they're learned when a kid is 6 years old), they're bored because they're forced to learn the exact same arithmetic crap over and over again. You waste 3 months during the summer and you start all over again in the fall. As far as I'm concerned, you can shove that new math stuff where the sun don't shine and just give me the exciting stuff like Algebra and beyond.
I had to fight and claw my way to get in to the harder classes and I even doubled up in 10th grade with Geometry and second-year Algebra so I could take Calculus in my senior year. One of the idiot teachers singled me out in class and asked me in front of the class why I was doing this and I replied "to take Calculus in my Sr. Year of course". Of course I had about a dozen students laughing in my face telling me that I was nuts and that I couldn't do it though they meant they couldn't do it and didn't want me to do it because that would make them feel bad. Now the ultimate irony is that after I successfully completed 10th grade with 2 math classes, those same people laughing at me took two math classes during the 11th grade to catch up.
I had left ESL (English as a Second Language) when I was in 7th grade but the ESL department forced me back in to it in my second semester of my 8th grade year since they like to keep their numbers high and budgets maintained. I should have protested but I didn't know better because it was hell coming out of it in the 7th since it took me months to get use to normal classes. In 9th grade I refused and they shoved me in remedial English (where the bullies are and where they didn't teach you anything. I had to claw my way out of that class in to College Prep English and when I finally moved in to that class middle of the year and initially struggled a little, the Teacher singled me out in class and asked me why I even wanted to be in that class and I replied; "because I want to go to college". This is the kind of crap you had to go through to get the education that the rich native-born mostly white American kids got and let me tell you it was no fun.
But wait it doesn't end here. They would test me for ESL every year to force me to pass a test to avoid going back to ESL. In my Sr. Year when I was already taking AP English classes and a bunch of other AP classes, they yanked me out of class and brought me in to the office. I was like WTH. One of the ESL administrators wanted to test me again for ESL because I was on their record as a foreigner. I went up to her and told her I was in the advanced English class with the college prep kids and I spoke this with flawless English and no accent. I said c'mon, you're not going to tell me I belong in ESL and she replied "well I don' t know" with a straight face. After a couple of minutes, she finally gave up and let me go back to class.
The crazy thing is that I knew so many kids who came to America in the 3rd grade like me and many of them were unfortunate in the sense that the ESL teachers spoke their native tongue. I had no such misfortune and I was forced to learn English. A lot of those kids who started ESL in the 3rd grade stayed in ESL all the way through 12th grade where you got a watered down education. Those ESL teachers are more interested in learning your language and culture than you learning the English language and the American culture. Most of all, they want you to stay in the program indefinitely so they can maintain their budget.
"Higher algebra" wasn't what I meant. I meant the fact that it was algebra makes it higher level with respect to arithmetic. By forcing people to learn this way, the majority of American students end up learning neither methods because memorization was shunned and they weren't able to easily grasp algebra concepts at an early age. Maybe it wasn't hard for you and it wouldn't have bothered me personally, but it's clear that the majority of people can't handle this elitist method of teaching math.
This isn't just my opinion; it's a fact that so many of our public school students suck so badly that they get stuck in arithmetic their entire lives even through high school. That's what hurt me so badly early on because I had learned enough math in China in first and second grade to last me until the 6th grade in the USA. I was bored out of my mind through 5th grade and pretty much flunked every math class because I was so bored by it and completely ignored the teacher. I didn't start doing well until I got in to Algebra and Geometry and then started really excelling by the time I got to Calculus because it was so powerful and exciting to me. Heck, I couldn't put that Calculus book once I started but heck, according to you, memorizing the multiplication tables ruined me.
This "mindless" memorization is a one-time deal and I had my single-digit tables for addition, subtraction, and multiplication memorized by the time I was 6 such that I could do everything lightning fast. Once that memorization was out of the way, everything else was challenging word problems where memorization didn't help you other than the fact that you didn't need a calculator or some other tool to compute the single-digit results. I never suggested that everything or even the majority of education should be based on memorization. What I am suggesting is that memorization should be a tool used in conjunction with challenging the kids with problems that force them to think. Forcing the kids to derive single-digit multiplication at 6 and 7 years old is simply too much to handle and it's a bloody shame American kids are still wasting time learning basic arithmetic when they're in the 9th grade which other countries have mastered by the 3rd grade.
The bottom line is that new math (elitist math) only works for the elite and it doesn't work for the masses. While it might be conducive to future PhD candidates; it's highly ineffective for the majority of 6-7 year olds and it's totally ineffective at producing productive graduates who can get jobs. Watching 15 year old kids struggling with basic arithmetic new math is a national shame when most of those 15 year olds should be well on his way to pre-calculus courses. If you can't recognize the problem with this teaching method, you're out of touch with reality.
"You're effectively advocating the use of higher-level algebra to derive a simple 8 x 7 problem. This might have positive effects for some elite math types though memorizing more tables is more harmful"
Should have read
"You're effectively advocating the use of higher-level algebra to derive a simple 8 x 7 problem. This might have positive effects for some elite math types though I DOUBT memorizing more tables will prevent those elite students from achieving higher learning. But what you advocate is undeniably disastrous for the masses who end up hating/fearing math."
"True. However, after memorizing "the tables", how much space is there to make connections?"
Exactly how big you think a human mind is? You think memorizing multiplication tables somehow prevents someone from eventually becoming a good mathematician?
You're effectively advocating the use of higher-level algebra to derive a simple 8 x 7 problem. This might have positive effects for some elite math types though memorizing more tables is more harmful, but what is undeniable is that the methods you advocate is disastrous for the masses who end up hating/fearing math.
He'd have to at least memorize by ROTE learning (there's that dreaded word again) that 6 x 10 is 60. Ok, maybe not memorize since you can simply add a 0 to 6. But how does he figure out what 60 - 6 - 6 - 6 is without memorizing some subtraction tables?
Oh I see, we do need some level of ROTE learning, but we must not be permitted to memorize a simple multiplication table so that we can be forced to go through the exercise of new math even if it requires a calculator. I'm sure this MIGHT be useful for some of the smarter types out there who are in love with numbers, but it scares the living daylights out of normal people and they end up going through life not knowing basic multiplication and hating/fearing math.
You can reserve bandwidth on the upstream and downstream for VoIP or any other real-time application on your own router and you can even guarantee low latency/jitter on the UPSTREAM with packet scheduling. However, downstream latency and jitter is something that needs packet scheduling on the CMTS (if you're using Cable) or DSLAM (if you're using DSL). Just because you reserve downstream bandwidth on your own router for VoIP doesn't mean you won't ever see spikes in the downstream latency (jitter).
But if you can deal with 3 out of 4 things, you can make VoIP usable with a low enough ping. I can't say the same if you want a perfect gaming experience though.
Oh but I did refute his claims with actual experimentation. So did Ed Bott. Gutmann's only evidence is from a few web forum postings.
Guttmann on the other hand strictly relies on his defense that I never saw his slides and that I'm simply attacking an "out-of-date" version of Guttmann's writeup. But this debate has gotten to the point that people won't even bother to read what I actually wrote.
Do you understand that the TOTAL rate of incoming packets can be below the 2.4 Mbps sustained download rate (3 Mbps signaling rate) and that 200 of those packets can clump closely together and end up in the DSLAM transmit queue when they're coming in at gigabit speeds? Do you not understand how queueing theory works? Did you at least look at the pretty pictures and charts in the article? Did you see that 200 packets stuck in a queue can equate to 1000 ms lag?
Yet if you read the article or even bothered to look at the pretty graphs, it shows that the upstream bandwidth was capped at 10 KB/sec out of a peak upload rate of 52 KB/sec. Yet even at 10 KB/sec uploads for BitTorrent, it caused 60 ms latency spikes while uploading with FTP at 47 KB/sec only caused latency spikes of around 40 ms. Then when my VoIP ATA was in use with G.711 codec at 50 packets per second with data flowing upstream and downstream at 11 KB/sec, the round-trip latency added to my network was a mere 1 ms on average with occasional 4 ms spikes. Hmm, maybe it's not so dumb if you read the article?
Karl, I'm only pinging the first hop; not trying to do a detailed and accurately sampled trace route. So I think your suggestion while good may be overkill. I'm just sending ping packets to the first router beyond my home gateway.
Also, while I could be wrong, it would seem that using 20ms intervals aligns with 50 PPS VoIP is the best solution for that specific problem.
Hal Porter says: "No, he isn't, and I'm beginning to see why he gets angry arguing with people who don't understand what they are talking about and won't read what he says."
Now imagine sending 10 private emails to someone (Karel Donk) and the guy continues saying annoying and idiotic things. Then imagine you lose your temper and use some profanity in a private email. Now most people can get away with that, but someone like me who is a high-profile blogger at ZDNet should have known better to write that in an email. So Donk forwards my emails to Gutmann and Gutmann posted it on that link of his pretending like I was sending Gutmann harassment email. Initially, Gutmann posted it on his University web page but he took it down because it didn't belong there. So that was Guttmann's only defense that I referred to him as a moron in some email that wasn't even sent to him.
So I used profanity in a private email and it got posted without the full context. I should have known better and I won't make that mistake again. Guttmann on the other hand never conducted a single test, never even used Vista, and he presented a bunch of web forum postings as a scientific study from a respected university. That is by definition academic misconduct.
Slashdot Mirror
Oh make no mistake, there were plenty of poor white kids too who were stuck in those remedial classes too. What I was saying that the kids in the college prep classes had a higher number of white students than the rest of the classrooms. But I'm sorry, I wasn't trying to make a point about race; it had more to do with class and whether you were born in the USA or not.
http://youtube.com/watch?v=YiOZRzfOUl0
I mean he killed a human being. I mean the guy could be out of jail in less than 15 years if he gets paroled. His wife's never coming back. The irony of this whole thing is that by proving without a shadow of a doubt that he murdered her, he will get his punishment reduced.
LOL! I'm surprised no one else GOT IT. That's the "defense" used in Chicago (the musical) and they made a song out of it when they tought up the defense's excuse.
That's the kind of stuff that ruins otherwise intelligent kids. They're not bored because there's too much memorization (I mean c'mon, people need to shut up about multiplication tables since they're learned when a kid is 6 years old), they're bored because they're forced to learn the exact same arithmetic crap over and over again. You waste 3 months during the summer and you start all over again in the fall. As far as I'm concerned, you can shove that new math stuff where the sun don't shine and just give me the exciting stuff like Algebra and beyond.
I had to fight and claw my way to get in to the harder classes and I even doubled up in 10th grade with Geometry and second-year Algebra so I could take Calculus in my senior year. One of the idiot teachers singled me out in class and asked me in front of the class why I was doing this and I replied "to take Calculus in my Sr. Year of course". Of course I had about a dozen students laughing in my face telling me that I was nuts and that I couldn't do it though they meant they couldn't do it and didn't want me to do it because that would make them feel bad. Now the ultimate irony is that after I successfully completed 10th grade with 2 math classes, those same people laughing at me took two math classes during the 11th grade to catch up.
I had left ESL (English as a Second Language) when I was in 7th grade but the ESL department forced me back in to it in my second semester of my 8th grade year since they like to keep their numbers high and budgets maintained. I should have protested but I didn't know better because it was hell coming out of it in the 7th since it took me months to get use to normal classes. In 9th grade I refused and they shoved me in remedial English (where the bullies are and where they didn't teach you anything. I had to claw my way out of that class in to College Prep English and when I finally moved in to that class middle of the year and initially struggled a little, the Teacher singled me out in class and asked me why I even wanted to be in that class and I replied; "because I want to go to college". This is the kind of crap you had to go through to get the education that the rich native-born mostly white American kids got and let me tell you it was no fun.
But wait it doesn't end here. They would test me for ESL every year to force me to pass a test to avoid going back to ESL. In my Sr. Year when I was already taking AP English classes and a bunch of other AP classes, they yanked me out of class and brought me in to the office. I was like WTH. One of the ESL administrators wanted to test me again for ESL because I was on their record as a foreigner. I went up to her and told her I was in the advanced English class with the college prep kids and I spoke this with flawless English and no accent. I said c'mon, you're not going to tell me I belong in ESL and she replied "well I don' t know" with a straight face. After a couple of minutes, she finally gave up and let me go back to class.
The crazy thing is that I knew so many kids who came to America in the 3rd grade like me and many of them were unfortunate in the sense that the ESL teachers spoke their native tongue. I had no such misfortune and I was forced to learn English. A lot of those kids who started ESL in the 3rd grade stayed in ESL all the way through 12th grade where you got a watered down education. Those ESL teachers are more interested in learning your language and culture than you learning the English language and the American culture. Most of all, they want you to stay in the program indefinitely so they can maintain their budget.
"Higher algebra" wasn't what I meant. I meant the fact that it was algebra makes it higher level with respect to arithmetic. By forcing people to learn this way, the majority of American students end up learning neither methods because memorization was shunned and they weren't able to easily grasp algebra concepts at an early age. Maybe it wasn't hard for you and it wouldn't have bothered me personally, but it's clear that the majority of people can't handle this elitist method of teaching math.
This isn't just my opinion; it's a fact that so many of our public school students suck so badly that they get stuck in arithmetic their entire lives even through high school. That's what hurt me so badly early on because I had learned enough math in China in first and second grade to last me until the 6th grade in the USA. I was bored out of my mind through 5th grade and pretty much flunked every math class because I was so bored by it and completely ignored the teacher. I didn't start doing well until I got in to Algebra and Geometry and then started really excelling by the time I got to Calculus because it was so powerful and exciting to me. Heck, I couldn't put that Calculus book once I started but heck, according to you, memorizing the multiplication tables ruined me.
This "mindless" memorization is a one-time deal and I had my single-digit tables for addition, subtraction, and multiplication memorized by the time I was 6 such that I could do everything lightning fast. Once that memorization was out of the way, everything else was challenging word problems where memorization didn't help you other than the fact that you didn't need a calculator or some other tool to compute the single-digit results. I never suggested that everything or even the majority of education should be based on memorization. What I am suggesting is that memorization should be a tool used in conjunction with challenging the kids with problems that force them to think. Forcing the kids to derive single-digit multiplication at 6 and 7 years old is simply too much to handle and it's a bloody shame American kids are still wasting time learning basic arithmetic when they're in the 9th grade which other countries have mastered by the 3rd grade.
The bottom line is that new math (elitist math) only works for the elite and it doesn't work for the masses. While it might be conducive to future PhD candidates; it's highly ineffective for the majority of 6-7 year olds and it's totally ineffective at producing productive graduates who can get jobs. Watching 15 year old kids struggling with basic arithmetic new math is a national shame when most of those 15 year olds should be well on his way to pre-calculus courses. If you can't recognize the problem with this teaching method, you're out of touch with reality.
"You're effectively advocating the use of higher-level algebra to derive a simple 8 x 7 problem. This might have positive effects for some elite math types though memorizing more tables is more harmful"
Should have read
"You're effectively advocating the use of higher-level algebra to derive a simple 8 x 7 problem. This might have positive effects for some elite math types though I DOUBT memorizing more tables will prevent those elite students from achieving higher learning. But what you advocate is undeniably disastrous for the masses who end up hating/fearing math."
"True. However, after memorizing "the tables", how much space is there to make connections?"
Exactly how big you think a human mind is? You think memorizing multiplication tables somehow prevents someone from eventually becoming a good mathematician?
You're effectively advocating the use of higher-level algebra to derive a simple 8 x 7 problem. This might have positive effects for some elite math types though memorizing more tables is more harmful, but what is undeniable is that the methods you advocate is disastrous for the masses who end up hating/fearing math.
How does he know 6 + 6 = 12 without a calculator?
He'd have to at least memorize by ROTE learning (there's that dreaded word again) that 6 x 10 is 60. Ok, maybe not memorize since you can simply add a 0 to 6. But how does he figure out what 60 - 6 - 6 - 6 is without memorizing some subtraction tables?
Oh I see, we do need some level of ROTE learning, but we must not be permitted to memorize a simple multiplication table so that we can be forced to go through the exercise of new math even if it requires a calculator. I'm sure this MIGHT be useful for some of the smarter types out there who are in love with numbers, but it scares the living daylights out of normal people and they end up going through life not knowing basic multiplication and hating/fearing math.
See: Why BitTorrent causes so much latency
http://www.formortals.com/Home/tabid/36/EntryID/57/Default.aspx
But if you can deal with 3 out of 4 things, you can make VoIP usable with a low enough ping. I can't say the same if you want a perfect gaming experience though.
Guttmann on the other hand strictly relies on his defense that I never saw his slides and that I'm simply attacking an "out-of-date" version of Guttmann's writeup. But this debate has gotten to the point that people won't even bother to read what I actually wrote.
http://blogs.zdnet.com/Ou/?p=673
http://blogs.zdnet.com/Ou/?p=723
http://blogs.zdnet.com/Ou/?p=723#do-not-attribute-all-cpu-to-mfpmp
Do you understand that the TOTAL rate of incoming packets can be below the 2.4 Mbps sustained download rate (3 Mbps signaling rate) and that 200 of those packets can clump closely together and end up in the DSLAM transmit queue when they're coming in at gigabit speeds? Do you not understand how queueing theory works? Did you at least look at the pretty pictures and charts in the article? Did you see that 200 packets stuck in a queue can equate to 1000 ms lag?
Yet if you read the article or even bothered to look at the pretty graphs, it shows that the upstream bandwidth was capped at 10 KB/sec out of a peak upload rate of 52 KB/sec. Yet even at 10 KB/sec uploads for BitTorrent, it caused 60 ms latency spikes while uploading with FTP at 47 KB/sec only caused latency spikes of around 40 ms. Then when my VoIP ATA was in use with G.711 codec at 50 packets per second with data flowing upstream and downstream at 11 KB/sec, the round-trip latency added to my network was a mere 1 ms on average with occasional 4 ms spikes. Hmm, maybe it's not so dumb if you read the article?
Also, while I could be wrong, it would seem that using 20ms intervals aligns with 50 PPS VoIP is the best solution for that specific problem.
Now imagine sending 10 private emails to someone (Karel Donk) and the guy continues saying annoying and idiotic things. Then imagine you lose your temper and use some profanity in a private email. Now most people can get away with that, but someone like me who is a high-profile blogger at ZDNet should have known better to write that in an email. So Donk forwards my emails to Gutmann and Gutmann posted it on that link of his pretending like I was sending Gutmann harassment email. Initially, Gutmann posted it on his University web page but he took it down because it didn't belong there. So that was Guttmann's only defense that I referred to him as a moron in some email that wasn't even sent to him.
So I used profanity in a private email and it got posted without the full context. I should have known better and I won't make that mistake again. Guttmann on the other hand never conducted a single test, never even used Vista, and he presented a bunch of web forum postings as a scientific study from a respected university. That is by definition academic misconduct.
I explain how Karel Donk is one of Gutmann's primary sources here. http://blogs.zdnet.com/Ou/?p=723)
Anyhow, thanks for being logical and email me any time.
This is the author of the original blog.
I never said anything about "starting your own telecom". The blog that pointed to me said that. Please check the original blog.
http://blogs.zdnet.com/Ou/index.php?p=25