Actually, that would be an interesting thing to see. And something better than the Four Swords series of games. Has anyone ever come across a game like that?
You could very well be right. However, too many things changed all around the same time. Cable TV became widely available, calculators were brought down heavily in price, the internet appeared, home and portable video games showed up, and the school curriculum in a lot of places was heavily redefined. Any one of these could be the cause in and of itself, but it is more likely that it was the combination of these things that caused this problem.
Hmm. I don't think any Congresscritter actually cares about any horrific backlash from the populous. Nor do I think any of them are intelligent to understand the word populous, let alone use it properly in a sentence.
You educate. You inform. More importantly, you teach people how to think. That's the real lesson. Make sure that the average man knows as much as he can, and is able and willing to think and criticize what he's told. That way, when push comes to shove, people will make a reasonable decision. As for avoiding tyrants...it boils down to trial and error. The key thing is to make sure that power is not and can not be consolidated by any one group or person. Which is what the Constitution tried to do.
Nah. HTTP has too many legitimate uses and has been around for too long. It's much easier to attack the fringe first. After all, most people will agree that the majority of P2P sharing infringes on someone's copyright. Whether or not this is fair use is another argument. So by taking out the things with the most illegal use, they get people accustomed to having protocols be made illegal. So when the big media companies create a new protocol, call it "Guaranteed Information Delivery Protocol", or something equally fuzzy, all other protocols will be slowly phased out, as "illegal things" could happen on them. Of course, with GIDP, you'll never have to deal with something scary and illegal like child pornography. Only our nice and safe news/entertainment will be available to you. And how I wish that someone could prove to me that these are just the paranoid ramblings of a/.er.
Why not just do it the good old fashioned way? Go to where you have to vote, let them check you off so you can't vote again, they give you that little piece of paper with the names of the people you're voting for, you go behind the blinder, fill in the bubble with the pen they gave you, fold it up, and drop it in the box just outside the blinder. In other words, pen and paper. Works fine for Ontario, and it's been a while since anyone's been accused of stealing an election.
Umm, they did mention that only about 5% of the swarms actually accepted their spoofed IP addresses. So you're rolling a d20 and hoping for a 1 to survive.
On the subject of participation ribbons, anyone with half a brain tossed those out as being an utter waste of time. As for the lying about grades...yeah, I did that. After the first few dozen jokes about me being a brain got tossed around, I just kept my mouth shut.
Funny. I always thought that was a curse. Along with "May you come to the attention of those in authority" and "May you find what you are looking for".
Grade 9 - Linear equations plus some basic geometry
Grade 10 - Quadratic equations, plus solving basic linear systems (i.e. two or MAYBE three equations)
Grade 11 - More quadratics, plus conics, basic trig identities (sin^2 + cos^2 = 1 and tan = sin/cos) with some proofs, and some more geometry
Grade 12 - I covered that in my original post. I also forgot to mention that we were introduced to matrices, but we only did row reduction, no multiplication of matrices for us high school students.
The biggest shame is the lack of a grade 13. They took it out without properly spacing the rest of the maths, so the end result was taking out most of what you mentioned. No set theory whatsoever, except for discussing combinatorics.
Well then, get ready for the people taking optics courses to be confused when you take out trig identities.
As for how many maths can make the claim...I'd like to think that simple addition and subtraction would be useful in a lot of politicians. Namely, avoid negative numbers showing up in the bank account. Or how about interest? I know I'd love to get my politicians to understand that paying the debt off now means paying less years down the road. But, such is life.
Actually, if it's a set of angles, you can do some cosines and sines by hand.
Take an equilateral triangle of side length 2. Cut in half, so you have hypotenuse length 2, base length 1, and vertical length sqrt(3). Now you can find the cosines and sines of both 30 and 60 degrees (or pi/6 and pi/3 radians, respectively).
Now take a right angle triangle with base and vertical length 1, and hypotenuse length sqrt(2). Now you can find the sine and cosine of 45 degrees (pi/4).
So with a few simple skills: basic geometry, SOHCAHTOA, Pythagoras's theorem, you can find the sine and cosine of 3 different angles. Now learn your CAST rule (where the different trig functions are positive based on the quadrant) and you can do it for up to 12 different angles. Then learn your double angle formulas and you've got another 4 angles. Then learn the period of trig functions and you can now find it for any of those 16 angles plus the period of the function. Anything other than that, and yes, you'll need a calculator, but knowing those rules (which can be taught progressively throughout high school) and you'll find doing certain things much easier. Now, granted, trig isn't for everyone. However, it's not unreasonable to expect people to do certain calculations sans calculator. Like multiplication, addition, and division.
The other trap is that often times, standardized tests don't directly affect the students. For example, being an Ontario student, I had to take the EQAO tests in grades 3, 6, and 9 for reading, writing, and math (in grade 9 it was just math). These tests had no influence on my final grade, and only took time out of class so they could give us prep tests and otherwise prepare us for it. However, there is the Grade 10 Literacy test. If you didn't pass both parts of that, you didn't graduate high school. EQAO tests, no one took seriously. And to be fair, no one really took the grade 10 lit test seriously either, because it was so damn easy. But the point is, you had to pass it.
So here's my humble suggestion. For high school, use standard final exams. And only do this for research purposes. Put the power in an arms-length organization, and get people from all over the state/province to be part of it. I don't care how you do it, but just make sure there is no monetary incentive to increase test scores (so teachers don't try and teach to the test), and make sure that the government doesn't have direct control over it.
Actually, from looking at the tests, specifically the 1951 Algebra question and the 2006 Algebra question, the same skills are more or less tested, it's just that the second one has more hand holding. And that's the problem. People need to be able to do problems without being shown the different steps. You need to know how to do the steps, but you also need to know how to identify the steps needed.
Slashdot Mirror
Actually, that would be an interesting thing to see. And something better than the Four Swords series of games. Has anyone ever come across a game like that?
Gah. Couple of things I missed that I wanted to point out. Mass marketing and the news bite.
You could very well be right. However, too many things changed all around the same time. Cable TV became widely available, calculators were brought down heavily in price, the internet appeared, home and portable video games showed up, and the school curriculum in a lot of places was heavily redefined. Any one of these could be the cause in and of itself, but it is more likely that it was the combination of these things that caused this problem.
Christian in name only.
So is most copyright infringement. Fair use is generally considered legal, even though it's copyright infringement.
And who do you think wrote this in the first place?
Hmm. I don't think any Congresscritter actually cares about any horrific backlash from the populous. Nor do I think any of them are intelligent to understand the word populous, let alone use it properly in a sentence.
If P2P is outlaws, then we've got bigger problems on our hands than copyright.
You educate. You inform. More importantly, you teach people how to think. That's the real lesson. Make sure that the average man knows as much as he can, and is able and willing to think and criticize what he's told. That way, when push comes to shove, people will make a reasonable decision. As for avoiding tyrants...it boils down to trial and error. The key thing is to make sure that power is not and can not be consolidated by any one group or person. Which is what the Constitution tried to do.
Nah. HTTP has too many legitimate uses and has been around for too long. It's much easier to attack the fringe first. After all, most people will agree that the majority of P2P sharing infringes on someone's copyright. Whether or not this is fair use is another argument. So by taking out the things with the most illegal use, they get people accustomed to having protocols be made illegal. So when the big media companies create a new protocol, call it "Guaranteed Information Delivery Protocol", or something equally fuzzy, all other protocols will be slowly phased out, as "illegal things" could happen on them. Of course, with GIDP, you'll never have to deal with something scary and illegal like child pornography. Only our nice and safe news/entertainment will be available to you. And how I wish that someone could prove to me that these are just the paranoid ramblings of a /.er.
Then you'll need a license to use encrypted traffic. Looks like investing in a good tinfoil hat is increasingly attractive.
Follow Mr. Jefferson's advice: "The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants."
Thanks for those wonderful links. Truly worth my time reading.
Why not just do it the good old fashioned way? Go to where you have to vote, let them check you off so you can't vote again, they give you that little piece of paper with the names of the people you're voting for, you go behind the blinder, fill in the bubble with the pen they gave you, fold it up, and drop it in the box just outside the blinder. In other words, pen and paper. Works fine for Ontario, and it's been a while since anyone's been accused of stealing an election.
Umm, they did mention that only about 5% of the swarms actually accepted their spoofed IP addresses. So you're rolling a d20 and hoping for a 1 to survive.
On the subject of participation ribbons, anyone with half a brain tossed those out as being an utter waste of time. As for the lying about grades...yeah, I did that. After the first few dozen jokes about me being a brain got tossed around, I just kept my mouth shut.
As a Canadian, I am a third year Math and Physics student.
Funny. I always thought that was a curse. Along with "May you come to the attention of those in authority" and "May you find what you are looking for".
The biggest shame is the lack of a grade 13. They took it out without properly spacing the rest of the maths, so the end result was taking out most of what you mentioned. No set theory whatsoever, except for discussing combinatorics.
Well then, get ready for the people taking optics courses to be confused when you take out trig identities.
As for how many maths can make the claim...I'd like to think that simple addition and subtraction would be useful in a lot of politicians. Namely, avoid negative numbers showing up in the bank account. Or how about interest? I know I'd love to get my politicians to understand that paying the debt off now means paying less years down the road. But, such is life.
Actually, if it's a set of angles, you can do some cosines and sines by hand.
Take an equilateral triangle of side length 2. Cut in half, so you have hypotenuse length 2, base length 1, and vertical length sqrt(3). Now you can find the cosines and sines of both 30 and 60 degrees (or pi/6 and pi/3 radians, respectively).
Now take a right angle triangle with base and vertical length 1, and hypotenuse length sqrt(2). Now you can find the sine and cosine of 45 degrees (pi/4).
So with a few simple skills: basic geometry, SOHCAHTOA, Pythagoras's theorem, you can find the sine and cosine of 3 different angles. Now learn your CAST rule (where the different trig functions are positive based on the quadrant) and you can do it for up to 12 different angles. Then learn your double angle formulas and you've got another 4 angles. Then learn the period of trig functions and you can now find it for any of those 16 angles plus the period of the function. Anything other than that, and yes, you'll need a calculator, but knowing those rules (which can be taught progressively throughout high school) and you'll find doing certain things much easier. Now, granted, trig isn't for everyone. However, it's not unreasonable to expect people to do certain calculations sans calculator. Like multiplication, addition, and division.
Well, I can back you up that they made this change in Ottawa too. It's a crying shame it is.
The other trap is that often times, standardized tests don't directly affect the students. For example, being an Ontario student, I had to take the EQAO tests in grades 3, 6, and 9 for reading, writing, and math (in grade 9 it was just math). These tests had no influence on my final grade, and only took time out of class so they could give us prep tests and otherwise prepare us for it. However, there is the Grade 10 Literacy test. If you didn't pass both parts of that, you didn't graduate high school. EQAO tests, no one took seriously. And to be fair, no one really took the grade 10 lit test seriously either, because it was so damn easy. But the point is, you had to pass it.
So here's my humble suggestion. For high school, use standard final exams. And only do this for research purposes. Put the power in an arms-length organization, and get people from all over the state/province to be part of it. I don't care how you do it, but just make sure there is no monetary incentive to increase test scores (so teachers don't try and teach to the test), and make sure that the government doesn't have direct control over it.
Actually, from looking at the tests, specifically the 1951 Algebra question and the 2006 Algebra question, the same skills are more or less tested, it's just that the second one has more hand holding. And that's the problem. People need to be able to do problems without being shown the different steps. You need to know how to do the steps, but you also need to know how to identify the steps needed.
But how much of it is the market affecting the learning process, and how much is the learning process affecting the market?