I'm a college professor at a community college where I teach both chemistry and physics. The vast majority of my courses I teach at a local high school to kids who are in a dual credit program. They're accelerated two years ahead and graduate with associate's degrees simultaneously with their high school diplomas. The program is bloated with too many kids who have been wedged in when it's me that gets to be the bad guy gatekeeper.
I have posted on my walls my transcripts. I have my high school transcripts where I was #10 out of 500 some odd. I have my undergraduate transcripts where I was #1300 out of #1800 (I only discovered a couple years ago when I requested new transcripts that a class rank existed!) and then I have my graduate transcripts. Straight 4.0. Tied for #1. I talk to them about how I didn't go from being smart, to dumb, to smart again... high school was too easy and I was unprepared for my undergrad. Once I learned through trial and error (mostly error), I eventually tuned my study habits and got back to successful practices.
My students whine and whine about the work load and that they're required to think. I spend only half of my efforts doing knowledge acquisition and half of my efforts doing skill building. I teach science for non-majors at the high school so I focus on backing up reasoning with data, critical thinking, analyzing situations, and logical design. It's mind blowing for them. #thestruggleisreal
I am a professor and I'm ABD in an EdD in Curriculum & Instruction. My research is on exactly what you mention and, thus far, the literature does not support your idea. At least through secondary school, having basic concepts and skill in teaching is ideal. Raising a teacher's conceptual level shows little return whereas giving ongoing education in teaching does result in achievement. This research is not that widespread and my suspicion is that it is different for different subjects. There is a lot of research in mathematics. As long as you know high school level algebra, you're just fine to teach algebra 1.
You can make a claim for the lack of necessity of the theory in explaining the world around us. Occam's Razor
You can claim that the reason that things fall is that because they are within a gravitational field and their potential energy closer to the center of that field is lower than their potential energy farther away from that field so that when available they will move to a more stable configuration.
OR
you can claim that there is a complicated series of pixies who are quick enough to watch your eyes and move in between small jitters and blinks so that you never detect them. They also have the power to impact electromagnetic forces so they reprogram cameras from a distance using their minds. They think that things far apart are ugly and so that they move them together. The pixies are also extradimensional and can shift between different multiverses at will so that they'll never be be trapped.
The second one may not be falsifiable, but it just is completely unnecessary when the first one does a sufficient job of explanation.
I am a professor of chemistry and physics with significant high school experience. I was teaching a section of advanced high school students that were dual enrolled in a college section of freshman level chemistry during their senior year of high school. They were subjected to the same rigors of knowledge but we had more time together. I performed the Forer demonstration with them right around the time that I was going over the history of atomic models. (http://en.wikipedia.org/wiki/Forer_effect)
So, I started the lecture that day with a bunch of pseudoscientific garbage. I told them that if you start with something small and multiply it up to a large scale that you'd get large errors but that you could get shockingly good measurements if you started with something big and narrowed it down to the small. For example, if you measured a single floor tile and then multiplied by the number of floor tiles in the room then you'd compound your errors and end up being off; however, if you measured the whole room's square footage and then divided by the number of floor tiles then you'd be really close to a good, precise answer. The kids are nodding their heads by this point. Well, as a professor of chemistry and physics, through the various colleges and universities I'm affiliated with, and the journal publications that I have access to, I can get some very reliable data, astrophysical readings, and other star charts. If I start with data at that scale, and then narrow it down to the scale of say, Earth, then you might be surprised what kind of predictions I can make. Now, I've ran some calculations for you, following the models, along with some computer assisted predictions, and I have some for you to take a look at. These aren't common newspaper style predictions but ones made with access to high level resources. I'm going to ask you to do an evaluation of the model so it's really important that there isn't any talking. I need you to see your work and your opinion alone. We will share after you have completed your written evaluation.
At this point, I'm still talking but I'm handing out pieces of paper. They're folded in half, and on top there is written a last name with a date of birth that I've pulled from their records. I tell them that they are customized to the individual and I'd like you to evaluate them by striking through anything that seems like it doesn't apply to you, underline anything that you agree with, and put a box around anything that is spot on. You'll get a chance to share in a moment, but please keep this to yourself until everyone is done writing.
I have several kids out of the 20 some odd that are having trouble keeping quiet because they're freaking out saying things like, "how do you know this!?" and, "this is scary!" but I try to calm them down until everyone is done. Of course, everyone's says the same thing: "You have a great need for other people to like and admire you. You have a tendency to be critical of yourself. You have a great deal of unused capacity which you have not turned to your advantage. While you have some personality weaknesses, you are generally able to compensate for them. Disciplined and self-controlled outside, you tend to be worrisome and insecure inside. At times you have serious doubts as to whether you have made the right decision or done the right thing. You prefer a certain amount of change and variety and become dissatisfied when hemmed in by restrictions and limitations. You pride yourself as an independent thinker and do not accept others' statements without satisfactory proof. You have found it unwise to be too frank in revealing yourself to others. At times you are extroverted, affable, sociable, while at other times you are introverted, wary, reserved. Some of your aspirations tend to be pretty unrealistic. Security is one of your major goals in life."
Because of the authority that I've established by this unit, I've only ever had one kid give me the, "I know what you're doing look but I'm playing along." The kids are shocked as
I've gotten the old, "How did you ever manage to do _____, _____ and ______? No one else can figure it out!"
They still refused to pay the $5,000 consulting fee I offered them.
Exactly. Why do teachers act like glorified baby sitters? The answer is because we're paid like glorified baby sitters. The talent that is attracted to the position is largely unable or unwilling of achieving much beyond following simple instructions. I have to write curriculum for my district in such a manner that it can be followed like a fast food employee preparing a sandwich.
Yes, I am a teacher. I teach high school physics to juniors and remediate biology and chemistry to seniors. I hate the argument that we still make more than the average American family. That may be true... but I have two bachelor's degrees and I'm finishing my second masters this summer. I've accomplished what it takes to have an advanced understanding of my subject matter to the point where I can explain it competently. I'm rewarded with the huge sum of a raise of ~$80/month over the gym teacher teaching algebra because of my qualifications. The vast majority of us who are capable of performing well and have the proper training don't work as teachers. That same training and capability allows us to make more money at other jobs that we also enjoy.
No, he's saying that his roommate had to give him that information so that he could download the W-2 PDF since his roommate couldn't save a copy locally to e-mail to him.
But, good job getting pissed off over something that you don't understand, which appears to be what you're accusing others of:)
I have noticed since I switched over to FiOS that whenever I search for a bittorrent, or load one up to download... I lose my connection. I have to reset my modem, and then I can continue downloading one I've already queued. Have others noticed this?
I live in Dallas where Southwest Airlines is based out of. Until recently, they were under the Wright Amendment. Basically, we have our Love Field airport closer to down town. When Dallas/Fort Worth airport opened up, pretty much everyone moved over there. When Southwest Airlines stayed behind at Love Field, and started to grow, the other boys got jealous, and they got restrictions put on them. Southwest couldn't fly directly except to the immediate surrounding states. Recently, we've had that amendment lifted. Although the restrictions are being lifted slowly over a period of time. But, Wikipedia could probably tell you better than I...
http://en.wikipedia.org/wiki/Wright_Amendment
I doubt he's as worried about an unfinished screenplay getting released than he is about having to re-write it. I actually met Francis several months back at a small screening of some of his behind the scenes reel from his past few movies. He was very interesting. But he's in the point of his career where he makes movies for him. He writes, finances, produces and directs. His movies have become very personal for him, and I suspect that is why he would want them back.
no fertilizer beyond the nutrient-rich seed cake left after oil is pressed from its nuts You can't take oil from the plant, use the rest of the plant to grow more plants, take oil from them, rinse, repeat.
If you're going to take things from the system, you have to add things to the system somewhere. Whether those resources are added naturally or artificially, there has to be input somewhere.
The Kessel run goes past a large black hole. Less powerful ships have to take a detour further around it for fear of being pulled in. The Millenium Falcon is so fast that it can fly much closer to the black hole without being dragged in Futurama-style.
So, faster ships can make the run in less distance.
I'd say for ultrasound, the average would be to have a patient scheduled every 30 minutes. Also, a lot of people don't realize it... but you don't even need a bachelor's to be an ultrasonographer. Its an associate's degree.
I can tell you that radiology/cardiology and a lot of the imaging modalities is really where hospitals make a lot of their bucks. I'm actually a medical consultant. While I don't work with the machines much at all, I work with getting properly trained staff out at the places. I get the impression that a lot of the machines are in the quarter to half million dollar range. I can tell you that an ultrasound technologist can make quite a few pretty pennies:) The good ones can get into the 6 figures easily annually. Hospitals rely on them so much that when they're short handed, they're willing to pay $50 to $100 dollars per hour for long extended periods (3-12 months at a time) to make sure they have someone running their machines.
What does, "Microsoft is about making money... not product," even mean? You're saying that Microsoft is attempting to accomplish an end instead of a mean... that seems reasonable. After all, why would Microsoft make products? To sell them? For money, perhaps? Show me a business that is not about making money. Then show me that business in 5 years and see if it still exists. The closest example I could think of would be an independent artist who is creating for personal reasons rather than commercial. But businesses ARE commercial. Thats what makes them businesses and not artists, hobbyists, or clubs.
Well, here's a little bit of encouragement... whoever hires this guy as their new Editor-in-Chief will immediately get a good looking over as a candidate for my reading.
Slashdot Mirror
I'm a college professor at a community college where I teach both chemistry and physics. The vast majority of my courses I teach at a local high school to kids who are in a dual credit program. They're accelerated two years ahead and graduate with associate's degrees simultaneously with their high school diplomas. The program is bloated with too many kids who have been wedged in when it's me that gets to be the bad guy gatekeeper. I have posted on my walls my transcripts. I have my high school transcripts where I was #10 out of 500 some odd. I have my undergraduate transcripts where I was #1300 out of #1800 (I only discovered a couple years ago when I requested new transcripts that a class rank existed!) and then I have my graduate transcripts. Straight 4.0. Tied for #1. I talk to them about how I didn't go from being smart, to dumb, to smart again... high school was too easy and I was unprepared for my undergrad. Once I learned through trial and error (mostly error), I eventually tuned my study habits and got back to successful practices. My students whine and whine about the work load and that they're required to think. I spend only half of my efforts doing knowledge acquisition and half of my efforts doing skill building. I teach science for non-majors at the high school so I focus on backing up reasoning with data, critical thinking, analyzing situations, and logical design. It's mind blowing for them. #thestruggleisreal
Look up the city of Cahokia. They were not as technologically advanced but they were a thriving civilization.
I am a professor and I'm ABD in an EdD in Curriculum & Instruction. My research is on exactly what you mention and, thus far, the literature does not support your idea. At least through secondary school, having basic concepts and skill in teaching is ideal. Raising a teacher's conceptual level shows little return whereas giving ongoing education in teaching does result in achievement. This research is not that widespread and my suspicion is that it is different for different subjects. There is a lot of research in mathematics. As long as you know high school level algebra, you're just fine to teach algebra 1.
You can make a claim for the lack of necessity of the theory in explaining the world around us. Occam's Razor
You can claim that the reason that things fall is that because they are within a gravitational field and their potential energy closer to the center of that field is lower than their potential energy farther away from that field so that when available they will move to a more stable configuration.
OR
you can claim that there is a complicated series of pixies who are quick enough to watch your eyes and move in between small jitters and blinks so that you never detect them. They also have the power to impact electromagnetic forces so they reprogram cameras from a distance using their minds. They think that things far apart are ugly and so that they move them together. The pixies are also extradimensional and can shift between different multiverses at will so that they'll never be be trapped.
The second one may not be falsifiable, but it just is completely unnecessary when the first one does a sufficient job of explanation.
I am a professor of chemistry and physics with significant high school experience. I was teaching a section of advanced high school students that were dual enrolled in a college section of freshman level chemistry during their senior year of high school. They were subjected to the same rigors of knowledge but we had more time together. I performed the Forer demonstration with them right around the time that I was going over the history of atomic models. (http://en.wikipedia.org/wiki/Forer_effect)
So, I started the lecture that day with a bunch of pseudoscientific garbage. I told them that if you start with something small and multiply it up to a large scale that you'd get large errors but that you could get shockingly good measurements if you started with something big and narrowed it down to the small. For example, if you measured a single floor tile and then multiplied by the number of floor tiles in the room then you'd compound your errors and end up being off; however, if you measured the whole room's square footage and then divided by the number of floor tiles then you'd be really close to a good, precise answer. The kids are nodding their heads by this point. Well, as a professor of chemistry and physics, through the various colleges and universities I'm affiliated with, and the journal publications that I have access to, I can get some very reliable data, astrophysical readings, and other star charts. If I start with data at that scale, and then narrow it down to the scale of say, Earth, then you might be surprised what kind of predictions I can make. Now, I've ran some calculations for you, following the models, along with some computer assisted predictions, and I have some for you to take a look at. These aren't common newspaper style predictions but ones made with access to high level resources. I'm going to ask you to do an evaluation of the model so it's really important that there isn't any talking. I need you to see your work and your opinion alone. We will share after you have completed your written evaluation.
At this point, I'm still talking but I'm handing out pieces of paper. They're folded in half, and on top there is written a last name with a date of birth that I've pulled from their records. I tell them that they are customized to the individual and I'd like you to evaluate them by striking through anything that seems like it doesn't apply to you, underline anything that you agree with, and put a box around anything that is spot on. You'll get a chance to share in a moment, but please keep this to yourself until everyone is done writing.
I have several kids out of the 20 some odd that are having trouble keeping quiet because they're freaking out saying things like, "how do you know this!?" and, "this is scary!" but I try to calm them down until everyone is done. Of course, everyone's says the same thing: "You have a great need for other people to like and admire you. You have a tendency to be critical of yourself. You have a great deal of unused capacity which you have not turned to your advantage. While you have some personality weaknesses, you are generally able to compensate for them. Disciplined and self-controlled outside, you tend to be worrisome and insecure inside. At times you have serious doubts as to whether you have made the right decision or done the right thing. You prefer a certain amount of change and variety and become dissatisfied when hemmed in by restrictions and limitations. You pride yourself as an independent thinker and do not accept others' statements without satisfactory proof. You have found it unwise to be too frank in revealing yourself to others. At times you are extroverted, affable, sociable, while at other times you are introverted, wary, reserved. Some of your aspirations tend to be pretty unrealistic. Security is one of your major goals in life."
Because of the authority that I've established by this unit, I've only ever had one kid give me the, "I know what you're doing look but I'm playing along." The kids are shocked as
I've gotten the old, "How did you ever manage to do _____, _____ and ______? No one else can figure it out!" They still refused to pay the $5,000 consulting fee I offered them.
http://en.wikipedia.org/wiki/Confidence_interval
Exactly. Why do teachers act like glorified baby sitters? The answer is because we're paid like glorified baby sitters. The talent that is attracted to the position is largely unable or unwilling of achieving much beyond following simple instructions. I have to write curriculum for my district in such a manner that it can be followed like a fast food employee preparing a sandwich. Yes, I am a teacher. I teach high school physics to juniors and remediate biology and chemistry to seniors. I hate the argument that we still make more than the average American family. That may be true... but I have two bachelor's degrees and I'm finishing my second masters this summer. I've accomplished what it takes to have an advanced understanding of my subject matter to the point where I can explain it competently. I'm rewarded with the huge sum of a raise of ~$80/month over the gym teacher teaching algebra because of my qualifications. The vast majority of us who are capable of performing well and have the proper training don't work as teachers. That same training and capability allows us to make more money at other jobs that we also enjoy.
Never thought about this one... consider the word 'suck' taken out of my vocabulary for use in this regard.
So, the shuttle has 30 some odd million horsepower... but perhaps the question we should be asking: how much batpower does it have? One, apparently.
No, he's saying that his roommate had to give him that information so that he could download the W-2 PDF since his roommate couldn't save a copy locally to e-mail to him. But, good job getting pissed off over something that you don't understand, which appears to be what you're accusing others of :)
I have noticed since I switched over to FiOS that whenever I search for a bittorrent, or load one up to download... I lose my connection. I have to reset my modem, and then I can continue downloading one I've already queued. Have others noticed this?
I live in Dallas where Southwest Airlines is based out of. Until recently, they were under the Wright Amendment. Basically, we have our Love Field airport closer to down town. When Dallas/Fort Worth airport opened up, pretty much everyone moved over there. When Southwest Airlines stayed behind at Love Field, and started to grow, the other boys got jealous, and they got restrictions put on them. Southwest couldn't fly directly except to the immediate surrounding states. Recently, we've had that amendment lifted. Although the restrictions are being lifted slowly over a period of time. But, Wikipedia could probably tell you better than I... http://en.wikipedia.org/wiki/Wright_Amendment
I doubt he's as worried about an unfinished screenplay getting released than he is about having to re-write it. I actually met Francis several months back at a small screening of some of his behind the scenes reel from his past few movies. He was very interesting. But he's in the point of his career where he makes movies for him. He writes, finances, produces and directs. His movies have become very personal for him, and I suspect that is why he would want them back.
"Never ascribe to malice that which is adequately explained by incompetence." - Napoleon Bonaparte
If you're going to take things from the system, you have to add things to the system somewhere. Whether those resources are added naturally or artificially, there has to be input somewhere.
The Kessel run goes past a large black hole. Less powerful ships have to take a detour further around it for fear of being pulled in. The Millenium Falcon is so fast that it can fly much closer to the black hole without being dragged in Futurama-style. So, faster ships can make the run in less distance.
I'd say for ultrasound, the average would be to have a patient scheduled every 30 minutes. Also, a lot of people don't realize it... but you don't even need a bachelor's to be an ultrasonographer. Its an associate's degree.
I can tell you that radiology/cardiology and a lot of the imaging modalities is really where hospitals make a lot of their bucks. I'm actually a medical consultant. While I don't work with the machines much at all, I work with getting properly trained staff out at the places. I get the impression that a lot of the machines are in the quarter to half million dollar range. I can tell you that an ultrasound technologist can make quite a few pretty pennies :) The good ones can get into the 6 figures easily annually. Hospitals rely on them so much that when they're short handed, they're willing to pay $50 to $100 dollars per hour for long extended periods (3-12 months at a time) to make sure they have someone running their machines.
What does, "Microsoft is about making money ... not product," even mean? You're saying that Microsoft is attempting to accomplish an end instead of a mean... that seems reasonable. After all, why would Microsoft make products? To sell them? For money, perhaps? Show me a business that is not about making money. Then show me that business in 5 years and see if it still exists. The closest example I could think of would be an independent artist who is creating for personal reasons rather than commercial. But businesses ARE commercial. Thats what makes them businesses and not artists, hobbyists, or clubs.
How do we know the robots want to have free will? Do we have a right to force free will upon them?
Well, here's a little bit of encouragement... whoever hires this guy as their new Editor-in-Chief will immediately get a good looking over as a candidate for my reading.
I live in Dallas. We have two Fry's. I conveniently live between both of them... and I still don't shop there :)
He didn't fall? Science! You keep using that word. I do not think it means what you think it means.
...that I'm not a game analyst. But frankly, sir, I disagree.